Os desafios de navegar: a colaboração como bússola da formação contínua de professores de língua inglesa mediante as novas TIC

• Autor(a) principal: Silva, Jesiel Soares
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/3744
• topic: Autonomia; Novas tecnologias; Formação de professores; Colaboração; Teacher education; Collaboration; Autonomy; New technologies; LINGUISTICA, LETRAS E ARTES::ARTES

This work analyzes a collaborative research developed by English language teachers through the new Information and Communication Technologies (ICT). This study was developed by me, as an Academic Researcher, together with a group of five teachers of public schools from the city of Goiânia in the state of Goiás. By setting both virtual and face-to-face group meetings, we presented, discussed and applied some tools from the Internet in the language teaching. The main purpose was to verify in which way the collaborative research may contribute to a less individual teaching practice in Computer Assisted Language Learning and how the reflection and the action may be alternatives in the teacher education. In the last years, several studies have been developed in the ICT field (KENSKI, 2003; MORAN, 2000; PAIVA, 2001; PÓVOA, 2000; SHARMA e BARRET, 2007) as well as some works that deal with the teacher education in the face of this new technological time (SAMPAIO e LEITE, 2002; SCHNEIDER, 2007). Even with the growing ease of the access to the new technological tools and the evident insertion of some of them into educational system, there is a lot to be researched about the issues which involve the teaching practice inside these new technological demands. The arrival and the constant evolution of the new ICT bring out meaningful changes in the way we live, relate and even in the way we think. These changes demand that we rethink our way of acting as teachers and that we search how to adapt the new ICT to our teaching practice. In order to deal with the education of the teacher as reflective professionals, we have proposed a discussion about Schön‟s (1983, 1992) theories and the development of his theories by Zeichner (2003), Zeichner and Liston (1996) and Pérez Gómez (1992). As part of the theories about the conception of the reflective teacher, we have discussed the issue of autonomy of teachers (CONTRERAS, 2002; FREIRE, 1996; GIROUX, 1997) as well as students (HOLEC, 1981; PAIVA, 1998, 2005). This study can be considered as a collaborative research which fits the qualitative approach (DENZIN & LINCOLN, 2006; CRESWELL, 2007) and in the definitions of research as an alternative to a better actuation (LASSONDE e ISRAEL, 2008; HORIKAWA, 2008; HARRY, 2007). The results show that the collaboration was a decisive factor in the reflective and practical formation of the language teachers who make use of the computer, because by sharing the progress, the anguishes, the problems among the members of the group, the participant teachers felt more confident to keep going. The results also show that the action and the reflection on the practice were fundamental to the construction of a less individual teaching. Moreover, the results show the importance of the relation between the university and the public school in order to look for alternatives of bettering the educational process.