O ensino de inglês na sala de aula do 7º ano de uma escola estadual inclusiva de Goiânia
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Data
2010-09-20
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Universidade Federal de Goiás
Resumo
The present ethnographic study aims to investigate a particular classroom of English learners
in a public inclusive school located at the central area of Goiania. The school firstly
comprised deaf students; however, due to the present policy of inclusion, the school now
admits students who are listeners and students with other kinds of special needs. That is the
reason why it has been called reverse inclusive school . Focusing on this context it has been
tried to comprehend: (i) the expectations of the school director, some teachers and other
community members towards English language teaching and learning in a special educational
context, that is, in a school that provides education to students with special needs; (ii) how the
English classes usually happen in the 7th grade of this school; (iii) what sort of activities
encourage the participation of the students with special needs in the English classes. In order
to reach these goals, education ethnographic methods have been adopted along with
sociocultural vygotskyan theory. Data suggests the status swift from special school to
reverse inclusive school lead community to search for new pedagogic practices and
orientation as a strategy to adapt to a new reality. It is important to highlight the lack of
interaction in this 7th grade group in which copping appears to be the main teaching-learning
activity. Apart from that, in the classroom, games aiming to develop vocabulary can change
reality of English teaching in this very context once there are enough conditions to offer
changes in these students mental behavior and enable learning process.
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SOUZA, Aline Gomes. English teching and learning in a 7th grade group of a public inclusive school in Goiania. 2010. 197 f. Dissertação (Mestrado em Lingüística, Letras e Artes) - Universidade Federal de Goiás, Goiânia, 2010.