A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos
Autor(a) principal: | |
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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 |
Resumo: | 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 |
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Freire, Maximina Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4428453H8Lima, Carla Cristina Gonçalves Gallego2016-04-28T18:22:19Z2011-07-262011-07-18Lima, Carla Cristina Gonçalves Gallego. A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos. 2011. 115 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011.https://tede2.pucsp.br/handle/handle/13514The 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 processO objetivo deste trabalho é descrever e interpretar o fenômeno a experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais, buscando compreender como se constituiu essa vivência para os coordenadores participantes do estudo. A fundamentação teórica desta pesquisa parte de estudos que investigaram o papel do coordenador pedagógico no contexto de escolas de idiomas, como Liberali (1994), Gervai (1996), Romero (1998), Polifemi (1998, 2007) e Ortale (2003), seguidos por outros estudos que abordam a reunião pedagógica em si, como Gonçalves (2007) e Fogaça (2010), e está respaldada nos conceitos de aprendizagem da teoria sociointeracionista de Vygostsky (1984/2007, 1987/2008), entendendo que esta acontece pela e na interação. Por essa razão, a criação de oportunidades de aprendizagem (Allwright, 2005) são aqui exploradas, bem como os conceitos de comunidade de prática (Lave e Wenger, 1991). Na sequência, entendendo que além do momento presencial as reuniões se realizam no ambiente digital, discuto o que é o virtual com base em Levy (1996, 1999) e o papel do professor na sociedade moderna conforme Ramal (2000) e Sacristán (2002, 2007). Em síntese, esta pesquisa busca entender melhor como se constituiu a experiência vivenciada pelos coordenadores de participar das reuniões pedagógicas nos dois ambientes e, por essa razão as questões reflexivas apoiadas em Schön (1983) e a relação experiência e aprendizagem, propostas por Dewey (1938/1963), também são contempladas neste trabalho. Os registros textuais foram produzidos durante as reuniões pedagógicas com os coordenadores, as quais aconteceram nos ambientes presenciais e digitais. Esse processo possibilitou a investigação do fenômeno a experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais, sendo que para o desenvolvimento do trabalho adotei a Abordagem Hermenêutico-Fenomenológica como linha metodológica, apoiando-me no processo de sistematização proposto por Freire (2010), a partir de van Manen (1990). Este estudo revelou, ao longo do processo de investigação que a experiência de participar das reuniões pedagógicas passa por uma ruptura de paradigmas, na medida em que elas deixam de ser caracterizadas como momentos formais e obrigatórios, para assumirem-se como momentos nos quais os participantes promovem a construção conjunta do conhecimento, tendo como aspectos constituintes desta experiência: o encontro entre os participantes, a aprendizagem construída, a pertinência dos assuntos, a abertura para participação, a interação do grupo, e por fim, a reflexãoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/30221/Carla%20Cristina%20Goncalves%20Gallego%20Lima.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBRLingüísticaReunião presencialReunião virtualCoordenador pedagógicoFormação de coordenadorAbordagem hermenêutico-fenomenológicaPresential meetingVirtual meetingPedagogical coordinatorCoordinator educationHermeneutic-Phenomenologic approachCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAA experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTCarla Cristina Goncalves Gallego Lima.pdf.txtCarla Cristina Goncalves Gallego Lima.pdf.txtExtracted texttext/plain204791https://repositorio.pucsp.br/xmlui/bitstream/handle/13514/3/Carla%20Cristina%20Goncalves%20Gallego%20Lima.pdf.txtca874c0e73d3de65c378c0b7e7193fd2MD53ORIGINALCarla Cristina Goncalves Gallego Lima.pdfapplication/pdf1855540https://repositorio.pucsp.br/xmlui/bitstream/handle/13514/1/Carla%20Cristina%20Goncalves%20Gallego%20Lima.pdf8d2c1bcfd52f182a58a34809656d9f4eMD51THUMBNAILCarla Cristina Goncalves Gallego Lima.pdf.jpgCarla Cristina Goncalves Gallego Lima.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/13514/2/Carla%20Cristina%20Goncalves%20Gallego%20Lima.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/135142022-04-28 10:55:14.891oai:repositorio.pucsp.br:handle/13514Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T13:55:14Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos |
title |
A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos |
spellingShingle |
A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos Lima, Carla Cristina Gonçalves Gallego 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 |
title_short |
A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos |
title_full |
A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos |
title_fullStr |
A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos |
title_full_unstemmed |
A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos |
title_sort |
A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos |
author |
Lima, Carla Cristina Gonçalves Gallego |
author_facet |
Lima, Carla Cristina Gonçalves Gallego |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Freire, Maximina Maria |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4428453H8 |
dc.contributor.author.fl_str_mv |
Lima, Carla Cristina Gonçalves Gallego |
contributor_str_mv |
Freire, Maximina Maria |
dc.subject.por.fl_str_mv |
Reunião presencial Reunião virtual Coordenador pedagógico Formação de coordenador Abordagem hermenêutico-fenomenológica |
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 |
dc.subject.eng.fl_str_mv |
Presential meeting Virtual meeting Pedagogical coordinator Coordinator education Hermeneutic-Phenomenologic approach |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
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 |
publishDate |
2011 |
dc.date.available.fl_str_mv |
2011-07-26 |
dc.date.issued.fl_str_mv |
2011-07-18 |
dc.date.accessioned.fl_str_mv |
2016-04-28T18:22:19Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Lima, Carla Cristina Gonçalves Gallego. A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos. 2011. 115 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/13514 |
identifier_str_mv |
Lima, Carla Cristina Gonçalves Gallego. A experiência de participar de reuniões pedagógicas para coordenadores nos ambientes presenciais e digitais: da semente a potenciais flores e frutos. 2011. 115 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2011. |
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https://tede2.pucsp.br/handle/handle/13514 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem |
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PUC-SP |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Lingüística |
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Pontifícia Universidade Católica de São Paulo |
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