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Doctoral Thesis
DOI
10.11606/T.8.2019.tde-22022019-183039
Document
Author
Full name
Sahsha Kiyoko Watanabe Dellatorre Nishimura
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2018
Supervisor
Committee
Pietraroia, Cristina Moerbeck Casadei (President)
Cristovão, Maria Lucia Claro
Ortale, Fernanda Landucci
Rodrigues, Livia de Araújo Donnini
Title in Portuguese
Inventaire Futile: experiência, autoria e linguagens entrelaçadas no ensino-aprendizagem de francês língua estrangeira na escola
Keywords in Portuguese
Ensino médio
Ensino-aprendizagem
Francês língua estrangeira
Inventaire futile
Journal de bord
Pós-método
Abstract in Portuguese
Esta pesquisa teve por objetivo suscitar reflexões sobre experiência, autoria e linguagens entrelaçadas no ensino-aprendizagem de francês língua estrangeira em contexto escolar por meio da análise e da discussão de problematizações e temas apresentados no formato de um inventaire futile, exercício de escrita realizado, entre outros, por Roland Barthes (1975) e Jean-Pierre Jeunet (1989) e que tem por base a enumeração e as listas (Eco, 2009). Todos os temas do inventário foram desencadeados por interações vividas nas aulas da disciplina Francês, ministrada no Ensino Médio da Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo (EA-FEUSP) desde 2010, mas especialmente no período de 2014 a 2018, e por relatos dos(as) alunos(as) em seu journal de bord uma proposta trimestral de atividade extra-classe. As pesquisas em educação (Meirieu, 2005; Freire, 2015; Masschelein & Simons, 2015), principalmente as pós-críticas (Silva, 2008; Larrosa, 2002, 2008, 2011; Corazza, 2013) e as pesquisas sobre o pós-método no ensino de línguas estrangeiras (Kumaravadivelu, 1994, 2003, 2006) constituíram a fundamentação teórica para o estudo e a análise de tais interações e permitiu-nos conhecer, por meio do confronto do que foi proposto para o ensino com o que foi relatado pelos(as) estudantes, as perspectivas de quem ensina e as de quem aprende uma língua estrangeira.
Title in English
Inventaire futile: experience, authorship and intertwined languages on teaching and learning French as a foreign language at school
Keywords in English
French as a foreign language
Inventaire futile (futile inventory)
Journal de bord (log book)
Post-method
Secondary school
Teaching-learning
Abstract in English
This research had the objective of encouraging reflections on experience, authorship and intertwined languages on teaching and learning French as a foreign language in a school context through analysis and discussion of problematizations and themes presented in the format of an Inventaire Futile, a writing exercise performed by Roland Barthes (1975) and Jean-Pierre Jeunet (1989), among others, and which is based on enumeration and lists (Eco, 2009). Every inventory theme has emerged from interactions within French classes taught at the Secondary School of the School of Application of the School of Education at the University of São Paulo (EA-FEUSP) since 2010, but specially in the period from 2014 to 2018. It also emerged from students' accounts on their journal de bord - a quarterly proposal for extra-class activity. Researches on education (Meirieu, 2005; Freire, 2015; Masschelein & Simons, 2015), mainly post-criticism ones (Silva, 2008; Larrosa, 2002, 2008, 2011; Corazza, 2013), and researches on postmethod for teaching foreign languages (Kumaravadivelu, 1994, 2003, 2006) provided the theoretical foundation for us to study and analyze such interactions. It allowed us to learn the perspectives of those who teach and of those who learn a foreign language by confronting what was proposed for teaching with what was reported by the students.
 
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Publishing Date
2019-02-22
 
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