PERSPECTIVA SOCIOCULTURAL E CRENÇAS DE PROFESSORES: A CORREÇÃO ESCRITA EM LÍNGUA INGLESA

Abstract

Alternatives that favoring the writing process of English language teaching are necessary  in view of the difficulties faced by public school teachers by 6º to 9º grades of elementary school. There are many aspects that contribute to the acquisition of a language and among these are the beliefs and affective factors present in the pedagogical actions that influence or not the teaching and learning process. In this sense, corrective feedback becomes one of the mechanisms that can be used, considering the sociocultural perspective of Vygotsky's learning. It is an accurate choice, not as a characteristic of correction, but as a possibility of provoking a reaction in the learner, making him/her aware of his/her mistakes and correcting them. Thus, the present research is oriented to understand how the corrective feedback writing process in English occurs in classrooms from 6º to 9º grades of elementary school in a public school in the state of Goiás, with the intention of observe the teachers' belief relationships and the influence of the affective factors in the teaching and learning process of a language. The study is based on bibliographical and researches in the school, observing the situations focused on language teaching with theorists that propose discussions about the subjects previously mentioned. These include: Francisco José Quaresma Figueiredo, Vilson J. Leffa, Joceli Rocha Lima, Vera Lúcia Menezes de Oliveira Paiva, Ana Maria Barcelos, Vigotsky, among athers.