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Master's Dissertation
DOI
10.11606/D.8.2011.tde-15082012-102727
Document
Author
Full name
Marisa Helena Schneider David Furtado
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2011
Supervisor
Committee
Kundman, Maria Sabina (President)
Massaro, Paulo Roberto
Vieira, Denise Radanovic
Title in Portuguese
Textos modulares, atividades e tarefas na elaboração de um programa de FLE: compartilhando leituras de uma professora-engenheira
Keywords in Portuguese
Atividades
Interação
Língua-francesa
Relação professor/aprendiz
Tarefas
Abstract in Portuguese
Esta dissertação tem como principal objetivo instigar a reflexão metodológica dos professores de Francês Língua Estrangeira, através da partilha de textos de diversas naturezas elaborados, organizados e apresentados neste trabalho sob a forma de quatro módulos de reflexão: Estabelecendo parâmetros para a pesquisa, Compreendendo tendências, Relatando experiências e Avaliando experiências. Cada um dos textos modulares focaliza um aspecto do processo de constituição gradativa da autora enquanto professora-engenheira de língua estrangeira. Após apontar as principais tendências transversais à Didática do Francês Língua Estrangeira na atualidade, a autorapesquisadora pretende ressaltar a importância para a aprendizagem de uma língua estrangeira da prática de tarefas pelos aprendizes, ou seja, atividades significativas mediante a prática da comunicação (PERIS, 1999). A experiência que possibilitou a pesquisa foi realizada em um programa de ensinoaprendizagem do Francês Língua Estrangeira para estudantes universitários de Engenharia inscritos em um curso extracurricular de francês (nível Básico II) oferecido pelo Centro Acadêmico da Faculdade de Engenharia Química da Universidade Estadual de Campinas ao longo do segundo semestre de 2009. Embora baseados nos pressupostos teóricos da Abordagem Comunicativa, os procedimentos pedagógicos descritos nesta dissertação experimentam elementos subjacentes à Perspectiva Accional na medida em que pretendem instaurar na sala de aula um novo cenário para a ação sobre o outro através da linguagem: o cenário do fórum em língua estrangeira.
Title in English
Modular texts, activities and tasks in the elaboration of a programme for French as a Foreign Language (FLE): sharing the readings of a professor-engineer
Keywords in English
Activities
French-language
Interaction
Relationship teacher/learner
Tasks
Abstract in English
The main aim of this dissertation is to instigate methodological reflection in teachers of French as a Foreign Language, through the sharing of various kinds of texts prepared, organized and presented in this study in the form of four modules of reflection: Establishing research parameters; Understanding trends; Reporting experiences; and Evaluating experiences. Each of the modular texts focuses on one aspect of the gradual process to develop the author as a teacher-engineer of the foreign language. After pointing out the main transversal trends of the Teaching of French as a Foreign Language today, the author-researcher stresses the importance, for learning a foreign language, of the practice of tasks by learners, i.e., meaningful activities through the practice of communication (Peris, 1999). The experience that enabled the survey was conducted in a teaching-learning programme of French as Foreign Language for Engineering students enrolled in a French extension course (Basic Level II) offered by the Academic Centre of the School of Chemical Engineering, State University of Campinas, during the second half of 2009. Although based on theoretical assumptions of the Communicative Approach, the educational procedures described in this dissertation use elements underlying the Action Perspective as they intend to use in the classroom a new scenario for the action on the Other through language: that of the forum in a foreign language.
 
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Publishing Date
2012-08-15
 
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