Crenças de ensinar do professor x crenças de aprender de alunos de inglês como lê

Abstract

The objectiv e of this study is to investigate teacher’ s teaching beliefs x students ` learning beliefs about En glish as a Foreign Language ( EFL ) in a public s chool setting and contrast those beliefs to events in the EFL classroom, in order to identify convergences and discrepancies between speech and action of teacher s and students . The theoretical basis of this study is the sociocultural perspective in spired by the work of Lev Vygot sky (1987) and the contextual appr oach proposed by Barcelos (2006) . A case study (Johnso n, 1992) is presented with e thnographic characteristics , (André, 1995). The data were collected using a semi - structured interview technique and classroom observation in a public schoo l in the city of Manaus . The research result showed that in the school ob served, specifically in the EFL classroom, teac her and students share basically the same beliefs and that t hese beliefs likely influence their behavior in the classroom . The sociocultural perspective , which is the perspective adopted in this work , allows u s to situate and understand classroom events as a collaborative en deavor in which students and teachers participate in the construction of knowledge. Finally , in the current state of the research on beliefs, in the field of the Foreign Language teaching - le arning, it is clear that it is not yet possible to establish a direct causal relationship between beliefs on one side and behaviors/actions on the other side, raising the hypothesis that this relationship i s indirect .