Representações sobre o processo de ensino. Aprendizagem de inglês: uma análise das práticas discursivas de uma aluna na aula particular

Abstract

This dissertation aims at investigating the teaching-learning process of an adult female student who studies English within private classes, in a one-to-one tuition context. Its goal is to identify, through the analysis of the student´s representations, the reasons for choosing English private classes.The process is, so far, analysed under the perspectives of the teacher-student interaction. The student´s representations about teaching-learning process are organized in a timeline within the interface of long, lived and short times. Changes or permanency in representations are verified through discoursive practices analysis.This qualitative study is informed by Moscovici´s Social Representations Theory (1984), and Jodelet (1984) and Minayo´s (1995) view. Spink and Medrado´s concepts about discursive practices as well as temporal aspects complement the previous theory. It´s also carried out within an interactionist approach from a Vygotskian perspective which defends the idea that knowledge is socially constructed. Critical reflection as well as diary studies are presented according to Freire (1970), Schön (1992) and Perrenoud (2002) studies. Data was collected during one year and two months long, in a private one-to-one tuition context. The participants are, so far, the teacher-researcher and her private student. The research uses interpretation studies and happened through a longitudinal case study. Results have shown student´s need and want to develop a job in a humanistic approach. Reflection perspective in classes that, within pedagogical activities strong related to quotidian student´s life may contribute to a significant learning as well as reflection about student´s practice and goals. Considering affective aspects became crucial in this job