Título:	O desenvolvimento da produção oral dos discentes durante aulas remotas na perspectiva docente : crenças, emoções e ações de professoras de língua inglesa da rede pública do Distrito Federal
Autor(es):	Fernandes, Mônica Bezerra da Silva
E-mail do autor:	monicabsfer@gmail.com
Orientador(es):	Mukai, Yûki
Assunto:	Crenças Emoções e ações Produção oral Ensino remoto Covid-19 Língua inglesa
Data de publicação:	22-Nov-2021
Data de defesa:	20-Ago-2021
Referência:	FERNANDES, Mônica Bezerra da Silva. O desenvolvimento da produção oral dos discentes durante aulas remotas na perspectiva docente: crenças, emoções e ações de professoras de língua inglesa da rede pública do Distrito Federal. 2021. 136 f., il. Dissertação (Mestrado em Linguística Aplicada) — Universidade de Brasília, Brasília, 2021.
Abstract:	This research aims to investigate the beliefs, emotions and actions of two teachers from a Centro Interescolar de Línguas of Federal District about the oral production development in a foreign language (English) of one of their classes, based on remotely held classes. The theoretical section is based on authors such as: Almeida Filho (1993, 2012), Barcelos (1995, 2001, 2004, 2006, 2007, 2010, 2011), Dewey (1933), Gabillon (2012), Kalaja and Barcelos (2003), Kalaja et al. (2016), Lopo and Mukai (2020), Mukai (2014), Pajares (1992), Phipps and Borg (2009), Vieira- Abrahão (2004, 2010), Woods (2003), to discuss beliefs and actions; Aragão (2011a), Arnold (2009), Arnold and Brown (2000), Barcelos (2011, 2015, 2020), Mastrella de Andrade (2011), Maturana (2002), Souza and Aragão (2017), Ramos (2018, 2020), about emotions; Almeida Filho (2011), Aragão, Paiva and Gomes Junior (2017), Domínguez González (2008), Feijó and Mukai (2014), Marcuschi (2010), Miccoli (2007), Paiva (2007), Santos and Bergsleithner (2014), Thornbury (2006), Ur (2009) on oral production; and Bevort e Belloni (2009), Lemos (2017), Martins and Mill (2018), Moran (2009), Paiva (2018), Santos (2011), regarding remote education, among others. To this end, a qualitative-interpretative research was carried out, engaged in a collective case study (STAKE, 2005; YIN, 2001) according to the contextual approach of Barcelos (2001) to studies of beliefs. This research was developed with two teachers, who, in view of the COVID-19 pandemic, were willing to conduct some synchronous classes with their students, as it was not mandatory. The data collection instruments that were used and analyzed were the observation of recorded classes (provided by the participants) with field notes, an open and closed questionnaire, a written narrative and a semi-structured interview, related to the two semesters of the year 2020. The results of this research showed that, in the teacher's view, several factors contributed to the development of students' oral production being inferior to what could have been obtained if the classes had taken place in person. The participants believe that the lack of moments of interaction between students; the possibility of basically practicing orality through vocabulary repetition; the absence of many students, including for the lack of mobile data and the fact that attendance is not mandatory; the non-constant performance of classes; and for working, primarily, with content review, were factors that contributed to the compromise of the students' oral improvement. Although the teachers felt at certain times, frustrated, without expectations, insecure, tense, anxious, etc., regarding what was possible to do to promote orality, they currently feel calmer. They tried to use the target language, stimulated student participation, made corrections and were tireless in creating and carrying out activities that were pleasing to students and that could provide opportunities for oral practice during remote classes, thus revealing to us their commitment to teaching. This research will contribute so that other teachers, who so wish, can add technology as one more way of promoting the development of oral production to their teaching, whether in remote or in-person classes.
Unidade Acadêmica:	Instituto de Letras (IL) Departamento de Línguas Estrangeiras e Tradução (IL LET)
Informações adicionais:	Dissertação (mestrado) — Universidade de Brasília, Instituto de Letras, Departamento de Línguas Estrangeiras e Tradução, Programa de Pós-Graduação em Linguística Aplicada, 2021.
Programa de pós-graduação:	Programa de Pós-Graduação em Linguística Aplicada
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Aparece nas coleções:	Teses, dissertações e produtos pós-doutorado UnB - Covid-19

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