2018-02-022018-02-022011-05-11FONSECA, Maria Amélia Carvalho. O livro didático e o fomento da autonomia na aprendizagem da língua inglesa. 2011. 192 f. Dissertação (Mestrado) - Universidade Federal do Pará, Instituto de Letras e Comunicação, Belém, 2011. Programa de Pós-Graduação em Letras. Disponível em: <http://repositorio.ufpa.br/jspui/handle/2011/9422>. Acesso em:.https://repositorio.ufpa.br/handle/2011/9422Observing that frequently adult students are very dependent on their teachers and show an enormous passivity relating to their learning, I realized the importance of carrying out a study that could stimulate autonomous behaviors in their learning process and to do so the textbook could be used. From this perspective, I identified the need to develop an action research, which allows the use of our daily classroom practice to collect and analyze data, having as subjects my own students. This study aims at investigating how the textbook could be used in order to foster learning autonomy. For this, it attempts to recognize in a textbook used by adult students in an English language course kinds of activities that could foster autonomy, it tries to determine conditions to adapt some of these textbook activities and it analyses the effect of those activities on students’ autonomy. This research is based on the theories of textbooks, of classroom dynamics, including the activities performed during classes, and on the concepts of autonomy, comprehending the role of the autonomous student and the role of the teacher in the autonomization process. This way, it was based on authors such as Skierso (1991), Dickinson (1994), Richards (1994), Cunningsworth (1995), Scrivener (1998), Little (1999), Cotterall (2000), Graves (2000), Scharle e Szabó (2000), Benson (2001), Crookes e Chaudron (2001), Nunan (2001a, 2001b, 2005), Tomlinson e Masuhara (2005), Brown (2007), Harmer (2001, 2007), Magno e Silva (2003, 2008, 2009), among others. This study is relied greatly on the previous research by Scharle e Szabó (2000) which was able to provide means to identify the activities that could contribute to foster learner autonomy. The data analysis results show that it is possible to use the textbook as a tool to foster learner autonomy and that the way the teacher uses it determines if and how this will happen. The results show that the extra activities used in the classroom and the evaluation of these activities by the students contributed to a change in the students’ behavior toward their learning, the development of autonomous attitudes on the students, and the indication of students´ wishes to carry on the autonomous process. This is evidence that it is possible to give students conditions that favor their autonomous learning behaviors.Acesso AbertoLivro didáticoAutonomia escolarMotivação na educaçãoEnsino-aprendizagemAprendizagem de línguasLíngua inglesa - Estudo e ensinoDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADACNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNASENSINO-APRENDIZAGEM DE LÍNGUAS E CULTURAS: MODELOS E AÇÕESESTUDOS LINGUÍSTICOS