Mestrado em Estudos da Linguagem - PPGEL

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Navegando Mestrado em Estudos da Linguagem - PPGEL por Autor "Almeida, Fabíola Aparecida Sartin Dutra Parreira de"

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    Aspectos que delineiam a identidade docente de oito professores de inglês: um estudo com base no sistema de avaliatividade
    (Universidade Federal de Goiás, 2017-12-08) Sousa, Hilda Braz Silva; Almeida, Fabíola Aparecida Sartin Dutra Parreira de; http://lattes.cnpq.br/9997730511011881; Almeida, Fabíola Aparecida Sartin Dutra Parreira de; Xavier, Vanessa Regina Duarte; Silva, Edna Cristina Muniz da; Dias, Anair Valênia Martins; Vian Júnior, Orlando
    The main theme of this research is the teaching identity. It is a study that seeks to understand the identity aspects of eight English teachers of the public education of the state of Goiás in Goiânia. It has as theoretical support the cultural theories of identity with the Systemic-Functional Linguistics discourse analysis of, consolidated with the Appraisal System, specifically, its sub-system of Attitude. It is important to note that Systemic-Functional Linguistics considers that it is not possible to do discourse analysis without considering the context of culture and context of situation. These contexts were essential for understanding teachers' identities. Thus in the analysis both theories were used. The Arguments that justify a choice for the profession and evaluations about teacher’s performance in classroom composed the textual corpora, which were generated through semi-structured and transcribed interviews. The discourse analysis of each teacher's speech was based on these interviews. The analysis effort was carried out to search, identify and understand significative aspects, constitutive of the identities of the teachers when uttering their speeches about a choice of the profession and their teaching activities. After the discourse analysis of each participant, it was verified that it had in common in order to understand if the researched teachers shared some identity aspect among the shared ones, it was verified that they evaluate themselves to teach, but that this process is not materialized by factors that are beyond their controls, leaving them uncomfortable with the students' non-learning. From this incongruity between being prepared to teach and not achieved, signing, the participants' identities were interpreted. The result showed that the identity aspects of these teachers are in accordance with the current configuration of society, that is, it is an off-center, fragmented, contradictory identity.
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    O discurso do professor acerca da disciplina de libras no ensino superior sob o olhar do sistema de avaliatividade
    (Universidade Federal de Goiás, 2018-02-23) Romanhol, Thaysa dos Anjos Silva; Almeida, Fabíola Aparecida Sartin Dutra Parreira de; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4773598E2; Almeida, Fabíola Aparecida Sartin Dutra Parreira de; Xavier, Vanessa Regina Duarte; Vian Júnior, Orlando; Faria, Juliana Guimarães
    Due to the regulation of Law 10.436 (BRAZIL, 2002) and Decree 5.626 (BRAZIL, 2005), Brazilian Sign Language- Libras was inserted as a compulsory curricular discipline in professor formation courses in all areas and Speech-Language Pathology course. Because this is a recent insertion of the discipline in higher education, this work aims to understand the performance of the professor of Libras in the discipline that is offered in the degrees of five public higher education institutions of the State of Goiás, through the analysis of its discourse, mainly discriminating the main obstacles and challenges found by him in the classroom practice. It is a quantitative-qualitative study, sinceit has characteristics of data collection aimed at qualitative research, such as the interview, but also uses statistical data in the analysis of the corpus. The sample was attended by nine teachers from Libras, four deaf and five listeners, who are active in public higher education in Goiás. The interviews that were based on a semi-structured script were collected. Subsequently, these data were transcribed into the Portuguese language. The computational tool WordSmith Tools Scott (2017) was used in order to allow the data to be filtered through a quantitative perspective, and the System of Assessability, as a linguistic orientator of the analyzes. This was proposed by Martin And White (2005), whose founding principle was the Systemic-Functional Language of Halliday (1994). The teachers' discourse showed that they positively evaluate the insertion of Libras in higher education, but despite this assessment, have faced serious structural and political problems with the development of the discipline. They self-evaluate as good professionals and show interest in improving their methodology for the best teaching of the language. The teachers' main challenges were the low hours of the discipline versus the large amount of content, the absence of the interpreter as a support for deaf teachers and courseware, as well as the lack of a theoretical contribution that guides the classroom under the evaluation and courseware aspect, among others. In view of the results obtained and the scarce bibliographic reference found in the area, it is believed that this research will contribute to the development of further studies regarding the performance of the Libras teacher, as well as to the improvement of policies aimed at the present discipline in higher education.