O processo de autonomização à luz do paradigma da complexidade: um estudo da trajetória de aprendizagem de graduandos em letras-inglês

Abstract

This work aims to understand how the autonomization occurs in the learning trajectories of English undergraduate students, under the perspective of the complexity paradigm (LARSEN-FREEMAN, 1997; 2017; LARSEN-FREEMAN; CAMERON, 2008). Autonomy is considered a complex, dynamic and multidimensional phenomenon, developed along one‘s lifetime (FREIRE, 1996; [2006]; PAIVA, 2006; BENSON, 2013), subject to setbacks, stability, and advances. After a reflection about the existing models of autonomization in the literature (NUNAN 1997; SCHARLE; SZABÒ, 2000; BENSON, [2001]; 2011; TASSINARI, 2010; [2012]), this dissertation proposes a dynamic model of autonomy development as a complex phenomenon. The context of this research was the Faculdade de Letras Estrangeiras Modernas (FALEM) at the Universidade Federal do Pará (UFPA), located in Belém. This multiple case study (DORNYEI, 2007; YIN, 2010) was developed in a longitudinal way, applying analytical and retroactive movements, comprising the undergraduate period of time of four English major students. In the first semester of the course, four participants with elementary level of English were selected based on their narratives written in the course ―Learning to Learn Foreign Languages‖. Through these narratives, it was possible to perceive the initial conditions of their English learning in the academic context. Along the following semesters, when the participants studied five levels of English language at the university, learning diaries were collected in which they reflected about their own language learning. Finally, continuing the study of the trajectories, an interview was conducted in the last semester of the course with the aim of analyzing the manner in which the autonomization in the English learning contributed to empower students, enabling or not a more effective participation in the academic and professional community (VYGOTSKY, 1978; [1991]; OXFORD, 2003; MURRAY, 2017; NICOLAIDES, 2017). Among the results of this investigation, the multidimensional and personalized character of autonomization was evidenced, hence it happens in diverse ways to each student in different time scales and in different contexts. The influence of nested subsystems such as motivation, beliefs, identities, and emotions was verified, which contributed to enhance or inhibit the process in focus in the learners‘ trajectories.