Relações com os saberes da língua inglesa entre estudantes do proeja do IFPE – Campus Recife – um estudo de caso

Abstract

This dissertation presents and it is based on a study that aimed to understand what meanings and expectations are conceived in relation to English learning according to students of Professional Education Program in the Modality of Youth and Adult Education (PROEJA) at the Federal Institute of Technologic and Scientific Education of Pernambuco (IFPE), Recife Campus during the year 2010. As a theoretical contribution, besides the theory of Relation to Knowledge by Charlot (2000, 2005), we used studies on teaching and learning of foreign languages, in this case, English, basic education developed by Almeida Filho (2009), Brown (1994), Paiva (2005a) and the study of beliefs based on Barcelos (2006). The work is a basic interpretive qualitative research that used as questionnaires instruments for data collection, applied to 123 students of professional high school and 16 interviews with students of professional high school of three PROEJA courses namely: Refrigeration and Air Conditioning, Electrotechnics and Industrial Mechanics. These theories have brought important insights for the analysis of survey data because they address the issue of knowledge and schooled knowledge and its importance for humans. The results showed that students have a good acceptance of the English language, despite the difficulties in the acquisition and attribute meanings related to Instrumental/ Professional, Relational, Emotional and Identity Learnings.