Formação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividade
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/7567 |
Resumo: | This study lines up with the goals of the National Project for Teacher Education, Critical Education, New Literacies and Multiliteracies which intend to contribute to Initial and Continuing Education of Foreign Language Teachers. Its goal is to deepen the discussion of theoretical and methodological issues of language under the light of the critical literacies, allowing participants to create critical-reflective attitudes toward the new proposals and their own practices in the classroom. Inserted in this research context, our study aims to analyze the impact of the use of the cinema as a pedagogical tool, in a continuing education course for foreign language teachers (English and Spanish) from public schools. We assume that teaching a foreign language through films motivates the learner, assists in the development of communication skills and stimulates the autonomous learning. In the period of the course (30 hours) we could offer theoretical support to help the teachers to analyze and prepare teaching activities with filmic content. Besides the theoretical assistance, we offer opportunities for interaction and exchange of experience among the participants, so all the prepared activities could be shared and analyzed by the group before being applied in the classroom. The data obtained through questionnaires, field notes and focal groups were analyzed based on the Activity Theory, recognizing that we are all a source of knowledge and we can act collaboratively to expand the construction of meaning. Thus, the protagonists of the research were responsible for each other's learning. Activity Theory is exemplified in three crucial moments of learning: 1) The goal we intent to reach is shown (in the case of this study, the goal was to teach foreign language using the film as a tool), giving a model, encouraging the teachers not to reproduce, but rather to be creative on this model; 2) We describe the instrument's acquisition process, with the constant comings and goings, frustrations and delights that are on the course to achieve the desired goal (time when teachers begin the process of elaboration of didactic activities); 3) the complexity of the task is described, which requires the ability to work in groups (moment of exchange of experiences between teachers about the results of development and implementation of activities). The results of the study indicate that the cinema is a motivating and efficient tool for teaching foreign languages, and the exchange of experiences and interaction fostered among teachers were important in solving problems, contributing effectively to their education, as well as to a significant foreign language teaching. |
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Stefani, Viviane Cristina Garcia dePaula, Sandra Regina Buttros Gattolin dehttp://lattes.cnpq.br/9228036521343293http://lattes.cnpq.br/99463042065435592016-09-27T20:20:02Z2016-09-27T20:20:02Z2015-06-24STEFANI, Viviane Cristina Garcia de. Formação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividade. 2015. Tese (Doutorado em Linguística) – Universidade Federal de São Carlos, São Carlos, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7567.https://repositorio.ufscar.br/handle/ufscar/7567This study lines up with the goals of the National Project for Teacher Education, Critical Education, New Literacies and Multiliteracies which intend to contribute to Initial and Continuing Education of Foreign Language Teachers. Its goal is to deepen the discussion of theoretical and methodological issues of language under the light of the critical literacies, allowing participants to create critical-reflective attitudes toward the new proposals and their own practices in the classroom. Inserted in this research context, our study aims to analyze the impact of the use of the cinema as a pedagogical tool, in a continuing education course for foreign language teachers (English and Spanish) from public schools. We assume that teaching a foreign language through films motivates the learner, assists in the development of communication skills and stimulates the autonomous learning. In the period of the course (30 hours) we could offer theoretical support to help the teachers to analyze and prepare teaching activities with filmic content. Besides the theoretical assistance, we offer opportunities for interaction and exchange of experience among the participants, so all the prepared activities could be shared and analyzed by the group before being applied in the classroom. The data obtained through questionnaires, field notes and focal groups were analyzed based on the Activity Theory, recognizing that we are all a source of knowledge and we can act collaboratively to expand the construction of meaning. Thus, the protagonists of the research were responsible for each other's learning. Activity Theory is exemplified in three crucial moments of learning: 1) The goal we intent to reach is shown (in the case of this study, the goal was to teach foreign language using the film as a tool), giving a model, encouraging the teachers not to reproduce, but rather to be creative on this model; 2) We describe the instrument's acquisition process, with the constant comings and goings, frustrations and delights that are on the course to achieve the desired goal (time when teachers begin the process of elaboration of didactic activities); 3) the complexity of the task is described, which requires the ability to work in groups (moment of exchange of experiences between teachers about the results of development and implementation of activities). The results of the study indicate that the cinema is a motivating and efficient tool for teaching foreign languages, and the exchange of experiences and interaction fostered among teachers were important in solving problems, contributing effectively to their education, as well as to a significant foreign language teaching.Este projeto se alinha aos objetivos do Projeto Nacional de Formação de Professores, Educação Crítica, Novos Letramentos e Multiletramentos desenvolvido por diversas universidades brasileiras, com um núcleo sede na Universidade de São Paulo (USP). Uma das universidades participantes é a Universidade Federal de São Carlos (UFSCar), que conta com o projeto Formação inicial e contínua de professores de língua estrangeira sob o enfoque dos multiletramentos e da transculturalidade que visa contribuir para a formação básica e/ou contínua de professores de língua estrangeira. Seu objetivo é aprofundar a discussão sobre questões teórico-metodológicas da linguagem sob a luz dos letramentos críticos, permitindo que os participantes criem posturas crítico-reflexivas a respeito das novas propostas e das próprias práticas em sala de aula. Inserido nesse contexto de investigação, nosso estudo objetiva analisar o impacto do uso do cinema como instrumento didático em um curso de formação continuada para professores de língua estrangeira moderna (inglês e espanhol) da rede pública de ensino, idealizado e ministrado pela professora-pesquisadora. Partimos dos pressupostos de que ensinar língua estrangeira por meio do cinema motiva o aprendente (HARLOW e MUYSKENS, 1994), auxilia no desenvolvimento das habilidades comunicativas (STEPHEN, 2001) e estimula o aprendizado autônomo (FIORENTINI, 2002; GARCIA-STEFANI, 2010). No curso de formação continuada, com 30 horas de duração, oferecemos aportes teóricos e práticos para dar subsídios aos professores para analisarem e prepararem atividades didáticas com conteúdo fílmico. Além do aporte teórico, oferecemos oportunidade de interação e troca de experiência entre os cursistas, de forma que todas as atividades preparadas fossem compartilhadas e analisadas pelo grupo antes de serem aplicadas em sala de aula. Os dados obtidos por meio de questionários, notas de campo e grupo focal foram analisados à luz da Teoria da Atividade (LEONTIEV, 1978, 1981; VYGOTSKY, 1998; ENGESTRÖM, 2009, 2011), que reconhece que todos somos fonte do saber e podemos agir de forma colaborativa para ampliar a construção de sentidos. Dessa forma, os protagonistas da pesquisa foram responsáveis pela aprendizagem uns dos outros. A Teoria da Atividade (TA) é exemplificada em três momentos cruciais da aprendizagem (LEFFA, 2005): 1) Mostra-se o objetivo a que se pretende chegar (no caso desta pesquisa, o objetivo era ensinar LE utilizando o filme como instrumento), dando um modelo, estimulando os professores-alunos a não o reproduzirem, mas, a serem criativos sobre esse modelo; 2) Descreve-se o processo de aquisição do instrumento, com as constantes idas e vindas, frustrações e alegrias que encontram no percurso para alcançarem o objetivo desejado (momento em que os professores iniciam o processo de elaboração dos exercícios didáticos); 3) Descreve-se a complexidade da tarefa, que exige a capacidade de trabalhar em grupo (momento de troca de experiências entre os professores-alunos sobre os resultados da elaboração e da aplicação das atividades). Resultados do estudo indicam que o cinema atua como instrumento eficaz e motivador para o ensino de língua estrangeira; e a troca de experiências e a interação promovida entre os professores participantes foram importantes na resolução de problemas, contribuindo, efetivamente para sua formação continuada, bem como para o ensino significativo de línguas.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Linguística - PPGLUFSCarFormação de professoresEnsino de língua estrangeiraCinemaTeoria da atividadeTeachers EducationForeign Language TeachingActivity TheoryLINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNASLINGUISTICA, LETRAS E ARTES::LINGUISTICAFormação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividadeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisOnlineinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTeseVCGS.pdfTeseVCGS.pdfapplication/pdf5491316https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/7567/1/TeseVCGS.pdfc68dec6c5e89870cb19ac28eda70b208MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/7567/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTTeseVCGS.pdf.txtTeseVCGS.pdf.txtExtracted texttext/plain643946https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/7567/3/TeseVCGS.pdf.txt057aba329f21eb046b6b3ed6ba261934MD53THUMBNAILTeseVCGS.pdf.jpgTeseVCGS.pdf.jpgIM Thumbnailimage/jpeg10669https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/7567/4/TeseVCGS.pdf.jpgd803983a2a60e6ab5eaca8da0c04e3b2MD54ufscar/75672019-09-11 02:13:10.054oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222019-09-11T02:13:10Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Formação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividade |
title |
Formação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividade |
spellingShingle |
Formação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividade Stefani, Viviane Cristina Garcia de Formação de professores Ensino de língua estrangeira Cinema Teoria da atividade Teachers Education Foreign Language Teaching Activity Theory LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Formação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividade |
title_full |
Formação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividade |
title_fullStr |
Formação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividade |
title_full_unstemmed |
Formação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividade |
title_sort |
Formação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividade |
author |
Stefani, Viviane Cristina Garcia de |
author_facet |
Stefani, Viviane Cristina Garcia de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9946304206543559 |
dc.contributor.author.fl_str_mv |
Stefani, Viviane Cristina Garcia de |
dc.contributor.advisor1.fl_str_mv |
Paula, Sandra Regina Buttros Gattolin de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9228036521343293 |
contributor_str_mv |
Paula, Sandra Regina Buttros Gattolin de |
dc.subject.por.fl_str_mv |
Formação de professores Ensino de língua estrangeira Cinema Teoria da atividade |
topic |
Formação de professores Ensino de língua estrangeira Cinema Teoria da atividade Teachers Education Foreign Language Teaching Activity Theory LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
Teachers Education Foreign Language Teaching Activity Theory |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
This study lines up with the goals of the National Project for Teacher Education, Critical Education, New Literacies and Multiliteracies which intend to contribute to Initial and Continuing Education of Foreign Language Teachers. Its goal is to deepen the discussion of theoretical and methodological issues of language under the light of the critical literacies, allowing participants to create critical-reflective attitudes toward the new proposals and their own practices in the classroom. Inserted in this research context, our study aims to analyze the impact of the use of the cinema as a pedagogical tool, in a continuing education course for foreign language teachers (English and Spanish) from public schools. We assume that teaching a foreign language through films motivates the learner, assists in the development of communication skills and stimulates the autonomous learning. In the period of the course (30 hours) we could offer theoretical support to help the teachers to analyze and prepare teaching activities with filmic content. Besides the theoretical assistance, we offer opportunities for interaction and exchange of experience among the participants, so all the prepared activities could be shared and analyzed by the group before being applied in the classroom. The data obtained through questionnaires, field notes and focal groups were analyzed based on the Activity Theory, recognizing that we are all a source of knowledge and we can act collaboratively to expand the construction of meaning. Thus, the protagonists of the research were responsible for each other's learning. Activity Theory is exemplified in three crucial moments of learning: 1) The goal we intent to reach is shown (in the case of this study, the goal was to teach foreign language using the film as a tool), giving a model, encouraging the teachers not to reproduce, but rather to be creative on this model; 2) We describe the instrument's acquisition process, with the constant comings and goings, frustrations and delights that are on the course to achieve the desired goal (time when teachers begin the process of elaboration of didactic activities); 3) the complexity of the task is described, which requires the ability to work in groups (moment of exchange of experiences between teachers about the results of development and implementation of activities). The results of the study indicate that the cinema is a motivating and efficient tool for teaching foreign languages, and the exchange of experiences and interaction fostered among teachers were important in solving problems, contributing effectively to their education, as well as to a significant foreign language teaching. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-06-24 |
dc.date.accessioned.fl_str_mv |
2016-09-27T20:20:02Z |
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2016-09-27T20:20:02Z |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
STEFANI, Viviane Cristina Garcia de. Formação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividade. 2015. Tese (Doutorado em Linguística) – Universidade Federal de São Carlos, São Carlos, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7567. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/7567 |
identifier_str_mv |
STEFANI, Viviane Cristina Garcia de. Formação continuada de professores de línguas estrangeiras mediada pelo cinema : contribuições da teoria da atividade. 2015. Tese (Doutorado em Linguística) – Universidade Federal de São Carlos, São Carlos, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/7567. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Linguística - PPGL |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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