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2 REVISÃO DA LITERATURA
K L + ! 4 & ! ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 5
K + " 84 3 + 3 M + NI+ % ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,5
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3 METODOLOGIA
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4 A#ÁLISE DOS DADOS
K A 3 4 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,EJ
LISTA DE A#EXOS
+ 9 + ' L 1 % E ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,L A
+ 9 ' 1 % E ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,L E
+ 9 . ' 5 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,L J
+ 9 = ' 4 " ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,L
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L,5,L ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,LE L,5, % &4 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,LE L,5,5 + ! ) ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,LJ L,6 3 ! ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,LJ
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, + " 4# ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, J
, ,L + " 84 4 " 4 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,5
,5 4 "8 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,55
,5,L 3 "8 + ! % $+ ! " & !
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5, ,L 3 B % .3= %,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,65 5, , 3 9 !D& ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,66 5, ,5 + ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,6A 5, ,5,L + ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,6E 5, ,5, + &' ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,6E 5, ,5,5 3 ! ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,6E
5,5 3 " ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,6J
5,5,5 3 ' C ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,A 5,5,6 = " ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,A 5,5,A C 4 9 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,A
5,6 " 8 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,A5
5,6,5 + 8 " 84 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,A5
5,6,6 + " 84 8 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,AA
5,6,A + 4 " ' 4 9 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,AE
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6,L,5 + 9 : 1 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,J
6,L,5,L ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,JL 6,L,5, &' ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,J 6,L,6 + ! "8 ! "8 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,J6
6,L,6,L ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,J6 6,L,6, &' ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,JE
6,L,A . C " 84 &' ,,,,,,J
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6, ,6 ) " 4 8 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 6
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Procedimentos para a análise dos dados
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QUADRO 4
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Resumo do capítulo
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A#ÁLISE DOS DADOS
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4.1.1 A experiência de aprendizagem
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4.1.1.1 Maria Luiza
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Excerto 1
O ambiente familiar
[...] Tinha vergonha pra todas outras coisas, mas de falar inglês eu não tinha vergonha + Minha mãe é professora de inglês então sempre tive contato + assim... estudo desde pequena + desde 7 anos + adorava + e lá em casa sempre falava inglês com minha mãe + eu e minha irmã.
[...]quando eu era pequena eu não me sentia nem um pouco travada nem nada. [entrevista 1]
3 9 " ' " " ! " ! ( ) " (
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outras coisas, mas de falar inglês eu não tinha vergonha.
M 9 " " ' S 0
4 " 4 " 4 " ! "/ +, mas de falar
inglês eu não vergonha[...] quando eu era pequena eu não me nem um pouco
travada, * 0 ' ) 9 : ! " 4 "
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Excerto 2
O ambiente escolar (formal)
agora que eu que eu estou com um monte de gente que sabe inglês BEM + assim, por exemplo, no Educonle com as meninas + às vezes uma [gesto de preocupação] ai meu Deus o que eu estou falando /.../ [entrevista 1]
" ' ' 8 ! ) 4
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4 ! 8 ( S"( " S ) 4 "
" " ) 8 4 4 ' ,
Excerto 3
Z 4 : 4 ' [
Eu me sentia mais confiante por conseguir conversar com um falante nativo. [narrativa escrita 1]
= $ ( 9 5( " ' 4 4 :
7 C 4 '&' 4 " / uma ...; você meio inibida; você mais
confiante. + 0 " ' " S
4 " 4 " 4 " ( " 9 L, I ! ( "
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! " ' ' 4 " ,
3 " ) 4 " ) " 4
! ! " , = ( 4
" " ( " \4 G, * ' $
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" " /
Excerto 4
[...] Eu estou mais consciente do que eu estou + se está certo ou não está + ao mesmo tempo que eu fico menos confiante eu estou tentando no que eu posso
se eu , então tem os dois lados. [entrevista 1]
3 9 " " S" C " 4 "
\ ! : G$ \ 4 ! : G, + 0 9 consciente, produzir, perceber,
fazer certo ou errado ! ) 4 " ': ! " & ! ! "
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" ( ( " " ) B ) , = 394
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o professor como um manufaturador, 3 ! " ) " 84 "
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( " ! ) " 'S" " 9 :
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4.1.1.2 Lívia
+ " " ( &' " )
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" " ( " " /
Excerto 5
mais com foco em gramática, todas as provas com aqueles exercícios fill in the gaps,
eu não rejeito aquele aprendizado da escola não, tanto que eu acho que eu comecei aprender inglês mesmo foi lá, foi o que eu precisei, assim ++
lembrando não, +++ eu acho que eu fui, isso eu nem comento tanto, isso na escola também, eu fui uma aluna que vai, que estuda, mas não cheia de interesse, como está
[entrevista 1]
3 ! &' " ! : ' ! "; (
" ) ' " & ! 4 , 3 ) &'
( "( ! ! " ! : S ( "
Excerto 6
também +++ eu amo música, sou apaixonada por música e cantar, cantar a vida inteira,
meu grande interesse era nos momentos que eu estava sozinha no meu quarto ouvindo minha música, ou então quando eu estava vendo televisão, vendo o inglês sendo usado, e eu vi que eu tinha facilidade de decodificar [entrevista 1]
+ ! " " "; ( &' 4 4 : "
! " ! ( ) ' " " 4& ( " '
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Excerto 7
quando eu tentava cantar e entender músicas em Inglês. Aprendi muito dessa forma, mas
. Foi um , pois aprendia a cantar uma músicasem entender
muito bem seu significado. Tocava a música e em primeiro lugar só me importava em
conseguir pronunciar as palavras corretamente. alguma coisa, mas
geralmente . Então, , nas aulas, era comum eu
aprender alguma expressão, tempo verbal ou vocabulário que me remetesse àquela música e
me mais um pouco o significado. Cunca gostei [entrevista 1]
3 9 " " S" 0 " 9 ) 4 " 4
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) " 0 " " " , %" " " " ( &' ) !
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& ! ! / Vcom certeza o fato de eu chegar em casa, cantar e
buscar foi o que ajudou a consolidar”,
3 ! " &' S " (
4 , . 4 " 0 ( ) S X
Excerto 8
velocidade e tal +, mas aí me dava também o que ela estava falando +
só que eu não era daquelas que ficava pegando tradução na internet, nunca gostei disso, eu
tinha , em ir sozinha +
idiomáticas que eu não sabia e interpretava errado e tal, mas eu acho legal o que eu pra pegar o mesmo cd hoje + e ler as letras e
então era um muito assim, meio que , mas tinha esse [entrevista 1]
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, = $ ) " 84 " " H 44
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4.1.2 Ser professor
+ 9 : ! " ' ' !
4 " C 4 / 4
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3 # ( 4 " &! ( ! ( 9 ! ( ) " C
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4.1.2.1 Maria Luiza
+ ) S " " 4 & !
! 8 " ! 7 4 ! " ) 4 4 ! :
! , 4 " ( 4 ' 9 : ( ! (
4 " ,
Excerto 9
o professor tem que ser , (+) falo isso por causa da minha mãe, ela é
exatamente assim (+) muito (+) muito /.../ [entrevista1]
3 9 0 ' "
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4 " / " 4 ) 8 7 4 (
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V " $ W/
Excerto 10
[referência à mãe] [...] e ela bastante ... A figura dela lá era de
professora MESMO, bem de MESMO
[professora com quem se identificou] ela a gramática e sabia seus
conhecimentos [...] ela sabia como com os alunos... [narrativa escrita 3]
+ 0 9 !
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4 ( ) ' 4 4 /
Excerto 11
[...] mas assim não fazia nenhum, (+) não era isso
/.../
é . [entrevista 1]
[...] professores sérios, que transmitem uma imagem de responsabilidade e firmeza, mas
" #[narrativa escrita 3]
+ " ! " " 4 ) " ( ) " S (
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QUADRO 5
O professor na concepção de Maria Luiza
GE#ERAL , "
, 7 4
, "
, "
, , " ,
, 4 "
,
O PROFESSOR CE#TRALIZADOR , "
, 7 4
, " "
0 " , "
+ " " ) 4 " (
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4.1.2.2 Lívia
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0 " " ( " " 9 ! /
Excerto 12
professor muito que quer ter que o aluno está falando,
, insistentemente, tudo o que a gente falasse, então, quando a gente [entrevista 1]
%" " " " ( &' ( 4 " " 4 ! (
) V " ' ! " " " W, 3 S9
&' 4 4 " S " "
, &' ( ( ) 4 " 4 (
) “pra mim isso é um professor que não teve consideração com os alunos”,
" 4 ! " &' " " 4 4
" S" ( " &' " " ( 0
" ' " ' /
Excerto 13
desde que eu comecei a dar aula, o primeiro lugar que eu dei aula, a minha coordenadora
era estudante aqui da Letras também, e , era cursinho super barato,
popular, mas ela tinha essa postura de a fazer uma aula [entrevista 1]
+ ) 4 " 4 ( &' ! "
& " ( 9 " ( 4 9 , + 8 " ( &' 4
4 9&' X " " ) a 0 "
( 8 0 9 " ) ) " 4 ,
Excerto 14
eu acho que eu não sou uma professora muito durona não, eu " , é minha
personalidade, assim, de pessoa também, " e então às vezes eu chego na
sala de um jeito aí o aluno fala “eu não quero fazer isso hoje não” “então o que você quer fazer?” [entrevista 1]
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( 0 ( 9 " ( ! ! " ( 4 "
! ,
Excerto 15
eu tive poucos alunos adolescentes, e eu sempre tento me , sabe.
" ! C &' " 4 S " '
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Excerto 16
psicóloga, “aqui todo mundo é igual, todo mundo tem condições de atingir o mesmo nível”,
aumentar ninguém, eu acho que se eles quiserem eles podem aprender sim, então é muito assim minhas aulas “oh gente, vamos lá, faz aí, tão com preguiça, deixa a preguiça de lado”,
sempre . [entrevista 1]
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4 " & , %" ' ( 4
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X " ' 4 " ! S ,
4.1.3 A experiência docente – o ensinar
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) ( &' ( %= I=+ M 3 * + =3N3 .+ I= 3 4 )
4.1.3.1 Maria Luiza
+ ! : !
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Excerto 17
[...] por mim, se eu não tivesse , nenhum, eu ia lá colocar present perfect
+ colocar a estrutura.
[referência ao ensino de gramática]
Muita importância a gramática + eu achava que sim + precisa ser explícito + aí quando eu cheguei no Educonle eu assustei porque não é explícito % que a gente ensina, tá por trás
do contexto e tudo +++ eu ainda acho meio isso, não vou falar que já é pra
mim, eu ainda sou +++ não sei +++ talvez se e fosse dar aula por mim mesma eu ainda
colocaria do % +++ porque eu tive + a minha vida inteira foi do jeito que eu
recebi, então estou a isso. [entrevista 1]
= $ " S" ) 9 : : ) 4 " 8 ' '
B S 4 " 9 : ) ' " , +
4 " 4 " V ' B W ) 4 VB W )
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