<b>English teaching/learning in public schools: an ethnographic study</b> - DOI: 10.4025/actascihumansoc.v25i1.2203

  • Jussara Olivo Rosa Perin UEM
DOI: https://doi.org/10.4025/actascihumansoc.v25i1.2203

Abstract

Two decades ago Tílio (1979) carried out a survey on English teachers and students’ opinions about the English teaching/learning process in Paraná public schools. In 2000, Frahm revealed the profile of the public school English teacher, and concluded that governmental teaching propositions, which insist on working with the methodological change paradigm, have been proved out-dated, if based only on the interpretation of data provided by research. In 2002, an ethnographic study carried out in Maringá focused on the perceptions which students, teachers and school staff have of the English teaching/learning process in public schools. The results of this study show that, as time goes by, the thoughts and opinions of all those involved in such process reveal that not much has changed, as well as the way the English language is considered in the public school context

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Author Biography

Jussara Olivo Rosa Perin, UEM
possui graduação em Direito pela Universidade Estadual de Maringá (1984) e mestrado em Letras pela Universidade Estadual de Londrina (2002). Atualmente é professora assistente na Universidade Estadual de Maringá e doutoranda em Estudos da Linguagem pela Universidade Estadual de Londrina. Tem experiência na área de Letras, com ênfase em Ensino Aprendizagem de Línguas Estrangeiras, atuando principalmente nos seguintes temas: ensino/aprendizagem de língua estrangeira, desenvolvimento profissional do professor de línguas, formação de professores, conhecimentos lingüísticos e formação reflexiva do professor Currículo Lattes
Published
2008-04-15
How to Cite
Perin, J. O. R. (2008). <b>English teaching/learning in public schools: an ethnographic study</b&gt; - DOI: 10.4025/actascihumansoc.v25i1.2203. Acta Scientiarum. Human and Social Sciences, 25(1), 113-118. https://doi.org/10.4025/actascihumansoc.v25i1.2203
Issue
Vol 25 No 1 (2003)
Section
Education

 

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