A construção do conhecimento no jogo e sobre o jogo: ensino-aprendizagem de LE e formação reflexiva
Autor(a) principal: | |
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Data de Publicação: | 2005 |
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/13865 |
Resumo: | Having as its main purpose to carry out an in depth discussion about the use of games as teaching-learning tools in the EFL classroom, this research is oriented by two mains goals: investigate the development of language games and the role played by them in construction of the oral skill in three different learning stages of the foreign language. promote teacher reflection about the role played by games in their practices in the EFL classroom. The set of data for this research was collected in a language school in a city in the state of São Paulo. Two teachers, about twenty eight students and the researcher took part in the data collection. The corpus for analysis consists of seven videotaped games, written questionnaires answered by students after the videotaping of each game and four dialogical reflective sessions recorded in audio from which the two teachers and the researcher participated. The theoretical framework that gives support to the discussion concerning the use of games in the EFL classroom is based on the studies of Vygotsky (1930), Leontiev (1934), Elkonin (1978), Huizinga (1944), Caillois (1955) , Wittgenstein (1953), Bruner (1975), Rojo (1999, 2001), Dolz and Schneuwly (1996), among others. In what concerns the reflective process triggered in the dialogue between the teachers and the researcher, we sought theoretical support mainly in the conceptions of Bakhtin (1929, 1953, 1975), Coulter (1999), Fullan (1996), Freire (1970, 1992), Brookfield (1987, 1995) and Brookfield e Preskill (1999). In relation to the first goal, the analysis of the knowledge construction process in the games indicates that the less formatted the game is, the greater the complexity of discourse genres circulating in the interaction and of the language skills constructed. As to the second focus of this research, there are indications that the dialogue between the teachers and the researcher is characterized by the conflict between ideologies constituted along the teachers everyday experiences and those historically crystallized ideologies present in the texts suggested for reading and revoiced by the researcher in her constant attempts to relate theory and practice. The present research aims at contributing to the studies in EFL teaching-learning processes and teacher development |
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Celani, Maria Antonieta Albahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703201A1Szundy, Paula Tatianne Carréra2016-04-28T18:23:26Z2008-04-032005-05-06Szundy, Paula Tatianne Carréra. The construction of knowledge in games and about games: EFL teaching-learning and reflective practice. 2005. 295 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2005.https://tede2.pucsp.br/handle/handle/13865Having as its main purpose to carry out an in depth discussion about the use of games as teaching-learning tools in the EFL classroom, this research is oriented by two mains goals: investigate the development of language games and the role played by them in construction of the oral skill in three different learning stages of the foreign language. promote teacher reflection about the role played by games in their practices in the EFL classroom. The set of data for this research was collected in a language school in a city in the state of São Paulo. Two teachers, about twenty eight students and the researcher took part in the data collection. The corpus for analysis consists of seven videotaped games, written questionnaires answered by students after the videotaping of each game and four dialogical reflective sessions recorded in audio from which the two teachers and the researcher participated. The theoretical framework that gives support to the discussion concerning the use of games in the EFL classroom is based on the studies of Vygotsky (1930), Leontiev (1934), Elkonin (1978), Huizinga (1944), Caillois (1955) , Wittgenstein (1953), Bruner (1975), Rojo (1999, 2001), Dolz and Schneuwly (1996), among others. In what concerns the reflective process triggered in the dialogue between the teachers and the researcher, we sought theoretical support mainly in the conceptions of Bakhtin (1929, 1953, 1975), Coulter (1999), Fullan (1996), Freire (1970, 1992), Brookfield (1987, 1995) and Brookfield e Preskill (1999). In relation to the first goal, the analysis of the knowledge construction process in the games indicates that the less formatted the game is, the greater the complexity of discourse genres circulating in the interaction and of the language skills constructed. As to the second focus of this research, there are indications that the dialogue between the teachers and the researcher is characterized by the conflict between ideologies constituted along the teachers everyday experiences and those historically crystallized ideologies present in the texts suggested for reading and revoiced by the researcher in her constant attempts to relate theory and practice. The present research aims at contributing to the studies in EFL teaching-learning processes and teacher developmentCom o intuito de realizar uma discussão profunda sobre o uso de jogos como instrumento de ensino-aprendizagem na sala de aula de LE, a presente pesquisa é orientada por dois objetivos centrais: investigar o desenvolvimento dos jogos de linguagem e o papel por eles exercido no processo de construção do conhecimento da habilidade oral em três estágios da aprendizagem de uma LE; promover a reflexão dos professores-participantes sobre o papel desempenhado pelo jogo nas suas práticas em sala de aula. Os dados foram coletados em uma escola de línguas em uma cidade do interior do estado de São Paulo. Participaram da coleta dois professores, cerca de vinte e oito alunos e a pesquisadora. O corpus de análise é composto por sete jogos gravados em vídeo, questionários escritos respondidos pelos alunos após a filmagem de cada jogo e quatro sessões reflexivas dialogais gravadas em áudio entre os professores-participantes e a pesquisadora. A discussão sobre o uso de jogos na sala de aula de LE é fundamentada pelos pressupostos de Vygotsky (1930), Leontiev (1934), Elkonin (1978), Huizinga (1944), Caillois (1955), Wittgenstein (1953), Bruner (1975), Rojo (1999, 2001), Dolz e Schneuwly (1996), entre outros. No que se refere ao processo reflexivo desencadeado no diálogo entre os professores e a pesquisadora, buscamos fundamentos principalmente nas concepções de Bakhtin (1929, 1953, 1975), Coulter (1999), Fullan (1996), Freire (1970, 1992), Brookfield (1987, 1995) e Brookfield e Preskill (1999). Em relação ao primeiro objetivo da pesquisa, a análise do processo de construção do conhecimento nos jogos revela que, quanto menor o grau de formatação do jogo de linguagem, maior a complexidade dos gêneros do discurso que circulam na interação e, em conseqüência, das capacidades de linguagem socioconstruídas. Quanto ao segundo foco de interesse da pesquisa, observamos que o diálogo entre professores-participantes e pesquisadora é marcado pelo embate entre as ideologias constuituídas ao longo da experiência cotidiana dos professores e as ideologias cristalizadas presentes nos textos sugeridos para leitura e revozeadas pela pesquisadora nas suas tentativas de relacionar teoria e prática. Pretendemos, com a presente pesquisa, contribuir para as áreas de ensino-aprendizagem de LE e de formação de educadoresCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/30672/Paula%20Tatianne%20Carrera%20Azundy.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBRLingüísticagamelanguage gameconstruction of knowledgereflective practiceLinguagem e línguas - Estudo e ensinoJogosPrática de ensinoformação de educadoresconstrução do conhecimentoformação reflexivajogo de linguagemCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAA construção do conhecimento no jogo e sobre o jogo: ensino-aprendizagem de LE e formação reflexivaThe construction of knowledge in games and about games: EFL teaching-learning and reflective practiceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTPaula Tatianne Carrera Azundy.pdf.txtPaula Tatianne Carrera Azundy.pdf.txtExtracted texttext/plain743084https://repositorio.pucsp.br/xmlui/bitstream/handle/13865/3/Paula%20Tatianne%20Carrera%20Azundy.pdf.txtdc16c3acb96ec52a850718fd1251be7eMD53ORIGINALPaula Tatianne Carrera Azundy.pdfapplication/pdf2893511https://repositorio.pucsp.br/xmlui/bitstream/handle/13865/1/Paula%20Tatianne%20Carrera%20Azundy.pdfb6d13ec4ff4ea1c5f75946396220e77eMD51THUMBNAILPaula Tatianne Carrera Azundy.pdf.jpgPaula Tatianne Carrera Azundy.pdf.jpgGenerated Thumbnailimage/jpeg3770https://repositorio.pucsp.br/xmlui/bitstream/handle/13865/2/Paula%20Tatianne%20Carrera%20Azundy.pdf.jpg70c8210c5d2a32decb44bdb3c5e0febeMD52handle/138652022-04-27 22:51:28.477oai:repositorio.pucsp.br:handle/13865Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T01:51:28Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A construção do conhecimento no jogo e sobre o jogo: ensino-aprendizagem de LE e formação reflexiva |
dc.title.alternative.eng.fl_str_mv |
The construction of knowledge in games and about games: EFL teaching-learning and reflective practice |
title |
A construção do conhecimento no jogo e sobre o jogo: ensino-aprendizagem de LE e formação reflexiva |
spellingShingle |
A construção do conhecimento no jogo e sobre o jogo: ensino-aprendizagem de LE e formação reflexiva Szundy, Paula Tatianne Carréra game language game construction of knowledge reflective practice Linguagem e línguas - Estudo e ensino Jogos Prática de ensino formação de educadores construção do conhecimento formação reflexiva jogo de linguagem CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
A construção do conhecimento no jogo e sobre o jogo: ensino-aprendizagem de LE e formação reflexiva |
title_full |
A construção do conhecimento no jogo e sobre o jogo: ensino-aprendizagem de LE e formação reflexiva |
title_fullStr |
A construção do conhecimento no jogo e sobre o jogo: ensino-aprendizagem de LE e formação reflexiva |
title_full_unstemmed |
A construção do conhecimento no jogo e sobre o jogo: ensino-aprendizagem de LE e formação reflexiva |
title_sort |
A construção do conhecimento no jogo e sobre o jogo: ensino-aprendizagem de LE e formação reflexiva |
author |
Szundy, Paula Tatianne Carréra |
author_facet |
Szundy, Paula Tatianne Carréra |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Celani, Maria Antonieta Alba |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703201A1 |
dc.contributor.author.fl_str_mv |
Szundy, Paula Tatianne Carréra |
contributor_str_mv |
Celani, Maria Antonieta Alba |
dc.subject.eng.fl_str_mv |
game language game construction of knowledge reflective practice |
topic |
game language game construction of knowledge reflective practice Linguagem e línguas - Estudo e ensino Jogos Prática de ensino formação de educadores construção do conhecimento formação reflexiva jogo de linguagem CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.por.fl_str_mv |
Linguagem e línguas - Estudo e ensino Jogos Prática de ensino formação de educadores construção do conhecimento formação reflexiva jogo de linguagem |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
Having as its main purpose to carry out an in depth discussion about the use of games as teaching-learning tools in the EFL classroom, this research is oriented by two mains goals: investigate the development of language games and the role played by them in construction of the oral skill in three different learning stages of the foreign language. promote teacher reflection about the role played by games in their practices in the EFL classroom. The set of data for this research was collected in a language school in a city in the state of São Paulo. Two teachers, about twenty eight students and the researcher took part in the data collection. The corpus for analysis consists of seven videotaped games, written questionnaires answered by students after the videotaping of each game and four dialogical reflective sessions recorded in audio from which the two teachers and the researcher participated. The theoretical framework that gives support to the discussion concerning the use of games in the EFL classroom is based on the studies of Vygotsky (1930), Leontiev (1934), Elkonin (1978), Huizinga (1944), Caillois (1955) , Wittgenstein (1953), Bruner (1975), Rojo (1999, 2001), Dolz and Schneuwly (1996), among others. In what concerns the reflective process triggered in the dialogue between the teachers and the researcher, we sought theoretical support mainly in the conceptions of Bakhtin (1929, 1953, 1975), Coulter (1999), Fullan (1996), Freire (1970, 1992), Brookfield (1987, 1995) and Brookfield e Preskill (1999). In relation to the first goal, the analysis of the knowledge construction process in the games indicates that the less formatted the game is, the greater the complexity of discourse genres circulating in the interaction and of the language skills constructed. As to the second focus of this research, there are indications that the dialogue between the teachers and the researcher is characterized by the conflict between ideologies constituted along the teachers everyday experiences and those historically crystallized ideologies present in the texts suggested for reading and revoiced by the researcher in her constant attempts to relate theory and practice. The present research aims at contributing to the studies in EFL teaching-learning processes and teacher development |
publishDate |
2005 |
dc.date.issued.fl_str_mv |
2005-05-06 |
dc.date.available.fl_str_mv |
2008-04-03 |
dc.date.accessioned.fl_str_mv |
2016-04-28T18:23:26Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Szundy, Paula Tatianne Carréra. The construction of knowledge in games and about games: EFL teaching-learning and reflective practice. 2005. 295 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2005. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/13865 |
identifier_str_mv |
Szundy, Paula Tatianne Carréra. The construction of knowledge in games and about games: EFL teaching-learning and reflective practice. 2005. 295 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2005. |
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https://tede2.pucsp.br/handle/handle/13865 |
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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 |
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Lingüística |
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Pontifícia Universidade Católica de São Paulo |
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