Crenças de professores sobre o uso do dicionário escolar: uma abordagem contextual

Abstract

The present article is the result of a field research motivated by the objective of analyzing teachers’ beliefs about the use of learner’s dictionary and its relations with the behavior of these subjects. For this purpose, the data analyzed here has come from classroom observations and semi-structured interviews carried out with two teachers from the 5th year of elementary school at a public school in Brejo do Cruz - Paraíba. In the theoretical framework, studies of beliefs in the area of language teaching and learning are discussed, based on Richardson (1996), Barcelos (2001, 2006) and Bonfim and Conceição (2009), in addition to some studies in the field of Pedagogical Metalexicography, such as Pontes and Santiago (2009), Coroa (2011), Corrêa (2011) and Bolzan (2012). The analysis indicated that teachers believe in the influence of the context on the meaning of the word searched in the dictionary and that the use of this didactic material helps in the textual production, in addition to the teachers being attentive to compositional aspects of the dictionary. Consequently, the results reveal that the beliefs of the investigated subjects sometimes influence and sometimes go against their pedagogical practices, being also verified the fact that the self-reflection on the teaching experience reinforces the teacher’s adherence to a certain evaluative position.