Complexidade e auto-eco-organização: implicações para o professor on-line

• Autor(a) principal: Wadt, Maria Paula Salvador
• Data de Publicação: 2009
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/14104
• topic: Educação a distância; Formação de professores; Auto-ecoorganização; Metafunções da linguagem; Ensino a distancia; Linguagem e linguas -- Estudo e ensino -- Ensino auxiliado por computador; Professores de linguas -- Formacao profissional; Distance education; Teachers development; Auto-eco-organization; Language metafunctions; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

This study is on the interface between Applied Linguistics and Education, more specifically Distance Education, and has as its main goal offering contributions to teacher development, specially to those who wish to work in digital learning environments. To do so, it investigates the experience of four teachers in the context of Teachers Links, an online course developed within the scope of the Edulang research group. The investigation aims at describing the teachers procedures concerning course management, considering the emergent needs. Such description shall allow a better understanding of the dynamic processes and actions that are present in an online teaching environment, and, therefore, enable teachers to take proper and more conscious decisions in this context. The focus of the investigation is the comprehension of the development and production process of the online course entrance pages (Agendas). The Agendas constitute an area of interaction between the teacher and the virtual classroom, and are meant to foster an active response from the students. They are also areas of re-planning which bring to light the dynamics of the teaching learning process. First, this study investigates the functions of the Agenda as well as its structure; then, it analyses the relations the teachers establish between the content in the Agendas and the dynamic processes in the course; and finally, it reveals the effects the Agendas have on teaching and learning. The study draws on the Theory of Complexity (MORIN, 1997/2005, 2005; HOLLAND, 1995), the Ecosystemic Thought (MORAES, 2003a, 2004, 2005; MORAES e TORRE, 2004) and Functional Grammar (HALLIDAY, 1978; HALLIDAY e MATTHIESSEN, 1999/2006, 2004). Concerning the research paradigm, this is a qualitative ethnographic interpretive investigation (MOITA LOPES, 1996; ESTEBAN, 2003; NUNAN, 1992), supported by the emergent paradigm (MORAES, 1997; GARCIA, 2003)