As técnicas dramáticas na aprendizagem de E/LE
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2015
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Esta investigação é o resultado da reflexão que surgiu a partir da minha experiência ao longo dos anos num grupo de teatro da Faculdade de Letras da Universidade de Coimbra e do meu exercício como professora. Vivi a prática da representação enquanto estudava, portanto, saliento a importância que a mesma teve na minha educação, aprendizagem, capacidade de comunicação e formação como ser humano.
No ano lectivo de 2009/2010 lecionei aulas de espanhol e consegui identificar nos alunos uma lista de obstáculos no desenvolvimento da capacidade comunicativa, na interação na sala de aula ou na forma espontânea de expressar as suas opiniões na língua estudada. O que em princípio parecia refletir falta de segurança em cada aluno foi-se mantendo ao longo das aulas e dificultou a aprendizagem comunicativa da língua. Na realidade, os alunos que tive em E/LE aprovaram à disciplina, mas a competência comunicativa desenvolveu-se muito pouco. As semelhanças entre o Português e o Espanhol ajudaram à compreensão auditiva, gramatical e leitora dos alunos, contudo a competência comunicativa foi invariavelmente a grande dificuldade destes. Apesar disso, muitas vezes, reparei que o fator motivação teve um grande impacto no desenvolvimento da capacidade comunicativa e no ensino de uma nova língua. A necessidade de estudar ou o motivo pelo qual se aprende uma determinada língua terá também influência no processo de ensino / aprendizagem.
O objetivo deste estudo está centrado na melhora da qualidade do ensino de E/LE, especialmente no desenvolvimento da competência comunicativa, através de técnicas dramáticas em contexto de sala de aula ou em atividades extracurriculares (fora da sala de aula). Sem dúvida alguma, acredito que a utilização destas atividades a partir do ponto de vista educacional, pode ser uma grande aliada dos professores de espanhol como língua estrangeira, na medida em que a sua aplicação poderá estimular a segurança, a confiança, a imaginação e o desenvolvimento da competência comunicativa, das capacidades e aptidões dos alunos e, desta forma, ser alcançado com sucesso o ensino de uma nova língua.
This research is the result of reflection that emerged from my experience over the years in a theater group of the Faculty of Letters at the University of Coimbra and my practice as a teacher. However, I lived the experience of representation while studying, therefore I emphasize the importance that representation had on my education, learning, communication skills and training as a human being. In the academic year 2009/2010 I taught Spanish and was able to reconize a group of obstacles between the students that inhibited the development of communicative tasks, classroom interaction and in the way that they spontaneously expressed their opinions in the studied language. What at first seemed to reflect a lack of security or assertiveness, revealed to be a constant throughout the classes and so hindered the communicative language learning. Indeed the students I had in E/LE passed to the subject of Spanish, but communicative competence developed very little. The similarities between the Portuguese and the Spanish helped listening, grammar and reading for students, but communicative competence was invariably the great difficulty of students. Despite that, many times, I noticed that the motivation factor had a great impact when developing communicative competence and learning a new language. The need to study or the motivational cause to learn a new language revealed to be a great influence to the oral all teaching / learning experience. This study aims at the improvement the quality of teaching of E/LE, especially the development of communicative competence, through dramaturgical techniques in classroom context or extracurricular activities (outside classroom). Without any doubt, I believe that the use of these activities from the educational point of view can be great allies to teachers of Spanish as aforeign language, to the extent that their use will encourage safety, confidence, imagination and develop communicative competence, skills and aptitudes of the students and thus successfully achieving the teaching/learning of a new language.
This research is the result of reflection that emerged from my experience over the years in a theater group of the Faculty of Letters at the University of Coimbra and my practice as a teacher. However, I lived the experience of representation while studying, therefore I emphasize the importance that representation had on my education, learning, communication skills and training as a human being. In the academic year 2009/2010 I taught Spanish and was able to reconize a group of obstacles between the students that inhibited the development of communicative tasks, classroom interaction and in the way that they spontaneously expressed their opinions in the studied language. What at first seemed to reflect a lack of security or assertiveness, revealed to be a constant throughout the classes and so hindered the communicative language learning. Indeed the students I had in E/LE passed to the subject of Spanish, but communicative competence developed very little. The similarities between the Portuguese and the Spanish helped listening, grammar and reading for students, but communicative competence was invariably the great difficulty of students. Despite that, many times, I noticed that the motivation factor had a great impact when developing communicative competence and learning a new language. The need to study or the motivational cause to learn a new language revealed to be a great influence to the oral all teaching / learning experience. This study aims at the improvement the quality of teaching of E/LE, especially the development of communicative competence, through dramaturgical techniques in classroom context or extracurricular activities (outside classroom). Without any doubt, I believe that the use of these activities from the educational point of view can be great allies to teachers of Spanish as aforeign language, to the extent that their use will encourage safety, confidence, imagination and develop communicative competence, skills and aptitudes of the students and thus successfully achieving the teaching/learning of a new language.
Descrição
Dissertação de Mestrado em Ensino de Português no 3º ciclo do Ensino Básico e Secundário e de Espanhol nos Ensinos Básico e Secundário
Palavras-chave
Competência comunicativa , Técnicas dramáticas , Autoconfiança