A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos

• Autor(a) principal: Lima, Carla Cristina Gonçalves Gallego
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/13514
• topic: Reunião presencial; Reunião virtual; Coordenador pedagógico; Formação de coordenador; Abordagem hermenêutico-fenomenológica; Presential meeting; Virtual meeting; Pedagogical coordinator; Coordinator education; Hermeneutic-Phenomenologic approach; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

The objective of this study is to describe and interpret the phenomenon the experience of attending pedagogical meetings for coordinators in presential and virtual environments, as an effort to understand how the participant coordinators have built that experience. The theoretical foundations of this research were grounded on some studies which investigate the role of the pedagogical coordinator in language schools, such as Liberali (1994), Gervai (1996), Romero (1998), Polifemi (1998, 2007) and Ortale (2003), followed by some other studies such as Gonçalves (1999) and Fogaça (2010), which deal with the pedagogical meeting itself. This research lies in the concepts of learning according to the sociointeractionist theory by Vygostsky (1984/2007, 1987/2008), undersanding that learning happens through and in interaction, that is why the creation of learning opportunities (Allwright, 2005) are discussed and so are the concepts of community of practice (Lave and Wenger, 1991). In addition, understanding that, besides the presential moment, the meeting takes place in the virtual environment, I discuss what virtual is, according to Levy and the role of the teacher in the modern society, considering Ramal (2000, 2002) and Sacristán (2000)´s view point. This research, therefore, tries to understand better how the coordinators experience their attendance to the pedagogical meetings in both contexts and for this reason, reflexive issues based on Schon (1983) and the relationship experience and learning proposed by Dewey (1938/1963) are also part of this study. The texts were registered throughout the pedagogical meeting with the coordinators, which took place in both presential and virtual environments. This process has made possible the investigation about the phenomenon the experience of attending pedagogical meeting for coordinator in presential and virtual environments, considering that, in order to develop this study, I have chosen the Hermeneutic-Phenomenological Approach as the methodology, based on the systematization process proposed by Freire (2010), having its starting point from van Manen (1990). This study has shown throughout the investigation process, that the experience of taking part of the pedagogical meeting goes through a break of paradigm, in the sense that it is no longer considered by the coordinators as a participation of a formal and obligatory event, to become a relevant moment in which the participants built knowledge together, having as component elements of this participation: the meeting among them, the learning built together, the relevance of the subjects discussed, the opening to participation, the group interaction and ultimately the reflective process