REPRESENTAÇÕES SOBRE O PROCESSO DE ENSINO ... - PUC-SP

Abstract
This dissertation aims at investigating the teaching-learning process of an
adult female student who studies English within private classes, in a one-to-one
tuition context. Its goal is to identify, through the analysis of the student´s
representations, the reasons for choosing English private classes.The process is, so
far, analysed under the perspectives of the teacher-student interaction. The student´s
representations about teaching-learning process are organized in a timeline within
the interface of long, lived and short times. Changes or permanency in
representations are verified through discoursive practices analysis.This qualitative
study is informed by Moscovici´s Social Representations Theory (1984), and Jodelet
(1984) and Minayo´s (1995) view. Spink and Medrado´s concepts about discursive
practices as well as temporal aspects complement the previous theory. It´s also
carried out within an interactionist approach from a Vygotskian perspective which
defends the idea that knowledge is socially constructed. Critical reflection as well as
diary studies are presented according to Freire (1970), Schön (1992) and Perrenoud
(2002) studies. Data was collected during one year and two months long, in a private
one-to-one tuition context. The participants are, so far, the teacher-researcher and
her private student. The research uses interpretation studies and happened through
a longitudinal case study. Results have shown student´s need and want to develop a
job in a humanistic approach. Reflection perspective in classes that, within
pedagogical activities strong related to quotidian student´s life may contribute to a
significant learning as well as reflection about student´s practice and goals.
Considering affective aspects became crucial in this job.
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