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Date Posted: 05:27:20 10/28/04 Thu
Author: José Euríalo
Subject: Re: Self-management
In reply to: Micheline Marra de Lima 's message, "Re: Self-management" on 20:06:40 10/27/04 Wed

Micheline e colegas:

Talvez, como já afirmei em outra oportunidade, neste curso, o sistema busque se proteger, apresentando resistência a mudanças, coisa natural (a propósito, vale a pena reler BREEN and MANN, 1997, p.138, §2: “...the educational system as it operates in a society like Britain is structured and functions in such a way that it is less and less likely for a person to develop autonomous learner because the formal conventions of the system seriously challenge the exercise of authentic autonomy”).

Entendo, pois, que há, sim, possibilidade de aquelas habilidades (RUBIN, s.d., p.4, §1) serem sufocadas pelo sistema tradicional de ensino, mas isso talvez dependa da motivação do(a) aluno(a). Creio ser essa a palavra-chave para uma eventual (?) pedagogia da autonomia. Conforme salienta DORNEYI (1998, P.117, apud THANASOULAS, 2000, item 4.2, §4), "motivation provides the primary impetus to initiate learning the L2 and later the driving force to sustain the long and often tedious learning process". O problema é que, como o mesmo THANASOULAS afirma, "although the term 'motivation is frequently used in educational contexts, there is little agreement among experts as to its exact meaning"; não é?!

Penso que o termo que você mencionou, flexibilidade, pode ser usado pelo menos para justificar, parcialmente, o sucesso de aprendizes relativamente autônomos num processo de ensino que, normalmente, tende a sufocar a autonomia. Vale lembrar, aqui um trecho de CANDY (1989, p.101, § 1): "Several authors have argued that people consciously seek to be autonomous, and events which supress or deny their autonomy will be resisted or denied". Parece-me que o sistema como um todo (não só a escola) faz uso deliberado dos famosos aparatos/aparelhos ideológicos que buscam sufocar a autonomia individual, para o "bem de todos”, residindo aí a razão de muitos dos empecilhos que muitos alunos(as) e professores(as) enfrentam num processo de ensino-aprendizagem formal.

Há, porém, uma observação de CRABBE (1993) que lança alguma luz sobre casos de sucesso de alunos(as) autônomos(as) que estudam língua estrangeira apenas em método tradicional de ensino (em “institution-centred classrooms”, usando definição de NUNAN, 1996, p.21, §1): “Formal classroom activities do not in themselves guarantee language learning –success is dependent on the way in which learners capitalize on opportunities inside and outside the classroom” CRABBE (1993, p.444, §1).

Será que isso faz sentido?

José.

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