Banca de DEFESA: FERNANDA DA SILVA ANTONIO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : FERNANDA DA SILVA ANTONIO
DATE: 30/07/2025
TIME: 14:00
LOCAL: https://conferenciaweb.rnp.br/sala/maria-raquel-de-andrade-bambirra
TITLE:

The influence of context on an English teacher's motivation in Brazil's federal public school system

KEY WORDS:

motivation management; context; teaching experiences; experiential nesting, English as a foreign language.

PAGES: 220
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The traditional notion of context does not apply to the perspective of complex dynamic systems. For Ushioda (2015), it encompasses both the external and internal worlds of the person involved in a phenomenon under analysis. In the complex perspective, the context is a subsystem of the dynamic system ‘class’, which includes physical, social, cognitive and cultural aspects (Larsen-Freeman; Cameron, 2008a), and exists in a relationship of interdependence with the teacher and the students, also subsystems of the same system ‘class’. Likewise, so is the teacher's motivation to teach (Kubanyiova, 2014). Thus, one affects and is affected by the other. In this thesis, the influence of context on the motivation of a federal public school English teacher was investigated. To achieve this goal, an applied, narrative and experiential study was carried out in the form of a case study. A semi-structured questionnaire was used to find out about the participant's professional background, the initial reasons for choosing the profession and the current context in which she works. Next, the teacher audio-recorded a life story narrative, recording her professional career, from the time she started studying English, through to when she began working as an English teacher, up to the present day. Finally, a semi-structured interview was carried out to clarify doubts and go into more detail on some points in the narrative. Taking a qualitative approach to the data, the following was done: (1) the main motives that guided the teacher's motivational trajectory were identified; (2) the ways in which she managed her own motivation in achieving her training expectations and teaching goals were described, in the light of Dörnyei (2001, 2009), Dörnyei and Ushioda (2011) and Dörnyei and Kubanyiova (2014); as well as (3) circumstantial experiences and some motivational experiences present in the narrative data were identified and categorized, according to the frameworks for teaching and learning experiences in English as a foreign language proposed by Miccoli (Miccoli; Bambirra; Vianini, 2020); and, finally, (4) the ways lived experiences and motivation management were mutually influenced were analyzed. It was possible to verify that the teacher oriented both her training and her professional performance towards achieving an ‘ideal self’ of being a university professor. However, the management of her motivation was not only based on her identity. As the goal to be achieved was a long-term one, the teacher used cognitive and experiential management to achieve the subgoals and overcome the daily challenges. As for the influence of context on her motivation, it was found that the relationship between the two is organic and interdependent. Context and motivation constitute each other. They form an experiential nesting that is unpredictable - since their configuration varies all the time -, and inseparable - otherwise, their integrity is compromised.

COMMITTEE MEMBERS:
Externa à Instituição - CAROLINA VIANINI AMARAL LIMA
Interno - CLAUDIO HUMBERTO LESSA
Externa à Instituição - HILDA SIMONE HENRIQUES COELHO
Externa à Instituição - LAURA STELLA MICCOLI - UFMG
Presidente - MARIA RAQUEL DE ANDRADE BAMBIRRA
Interna - PATRICIA RODRIGUES TANURI BAPTISTA