A reflexão crítica na formação contínua de professores de inglês da escola pública
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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/22755 |
Resumo: | This research aims at critically understand senses and meanings atributed by teacher educators to critical reflective education, which occurs in a specialization course designed to teachers from state and municipal schools of São Paulo and how these senses and meanings expressed can reveal about their practice. The researcher and three teacher educators from the specialization course were part of this research, being interviewed through semi structured questions (LÜDKE & ANDRÉ,1986; NININ, 2018) by social media. This research is inserted in the Critical Applied Linguistics field (MOITA LOPES, 2006; PENNYCOOK, 2006) and in the theoretical and methodological Critical Paradigm (KINCHELOE & McLAREN 2006; LINCOLN & GUBA, 2006; GARCIA, 2003). It was based on Cultural-Historical Theory (VYGOTSKY, 2000, 1991; MORAES, 2008; BLANCK, 1996), taking into account concepts as mediation, senses and meanings as well as Zone of Proximal Development (DANIELS, 2003, 2008; VYGOTSKY, 2000, 2001, 2010). Also, it discussed pedagogical practice in the light of critical reflective practice, based on the (multi)referenciality of classical and contemporary scholars (SCHÖN, 1992, 2000; PÉREZ GÓMEZ, 1992; FREIRE, 1979, 1983, 1996, 1997, 2001; NÓVOA, 2006; SMYTH, 1992; FRANCO, 2015, 2016). The data were analized from socio-discursive interactionism by thematic content clippings and from them it was possible to develop a critical analysis on the theoretical approach. The results confirmed the senses and meanings on responsibility and reflected actions, being essential for the exercise of teaching in the role of a teacher trainer in a specialization course which aims at public schools' teachers reflective practice. It expressed the view of teacher trainers on in-service teachers on how they deconstruct their own teaching practice on self-knowledge about critical reflective practice. This discussion has been relevant, since it considers learning-teaching, from a cultural-historical perspective, as a mutual, continuing and confronting process, in which professional identity is always being reconstructed, likely to change the teaching practice in the teacher's practice educator, being directly focused on pedagogical practice in the public schools' professionals |
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Magalhães, Maria Cecilia Camargohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4441399T6Araújo, Jeferson Cipriano de2019-10-24T11:45:05Z2019-09-09Araújo, Jeferson Cipriano de. A reflexão crítica na formação contínua de professores de inglês da escola pública. 2019. 129 f. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22755This research aims at critically understand senses and meanings atributed by teacher educators to critical reflective education, which occurs in a specialization course designed to teachers from state and municipal schools of São Paulo and how these senses and meanings expressed can reveal about their practice. The researcher and three teacher educators from the specialization course were part of this research, being interviewed through semi structured questions (LÜDKE & ANDRÉ,1986; NININ, 2018) by social media. This research is inserted in the Critical Applied Linguistics field (MOITA LOPES, 2006; PENNYCOOK, 2006) and in the theoretical and methodological Critical Paradigm (KINCHELOE & McLAREN 2006; LINCOLN & GUBA, 2006; GARCIA, 2003). It was based on Cultural-Historical Theory (VYGOTSKY, 2000, 1991; MORAES, 2008; BLANCK, 1996), taking into account concepts as mediation, senses and meanings as well as Zone of Proximal Development (DANIELS, 2003, 2008; VYGOTSKY, 2000, 2001, 2010). Also, it discussed pedagogical practice in the light of critical reflective practice, based on the (multi)referenciality of classical and contemporary scholars (SCHÖN, 1992, 2000; PÉREZ GÓMEZ, 1992; FREIRE, 1979, 1983, 1996, 1997, 2001; NÓVOA, 2006; SMYTH, 1992; FRANCO, 2015, 2016). The data were analized from socio-discursive interactionism by thematic content clippings and from them it was possible to develop a critical analysis on the theoretical approach. The results confirmed the senses and meanings on responsibility and reflected actions, being essential for the exercise of teaching in the role of a teacher trainer in a specialization course which aims at public schools' teachers reflective practice. It expressed the view of teacher trainers on in-service teachers on how they deconstruct their own teaching practice on self-knowledge about critical reflective practice. This discussion has been relevant, since it considers learning-teaching, from a cultural-historical perspective, as a mutual, continuing and confronting process, in which professional identity is always being reconstructed, likely to change the teaching practice in the teacher's practice educator, being directly focused on pedagogical practice in the public schools' professionalsEsta pesquisa tem como objetivo compreender criticamente os sentidos e significados atribuídos por professoras-formadoras à formação crítico-reflexiva que ocorre em um curso de especialização para professores de inglês da rede municipal e estadual de São Paulo e como esses sentidos e significados expressos pelas professoras-formadoras revelam sua prática pedagógica. Participaram o pesquisador e três professoras-formadoras do curso de especialização, que foram entrevistadas por mídia social, com perguntas semiestruturadas (LÜDKE e ANDRÉ,1986; NININ, 2018). A investigação está inserida no campo da Linguística Aplicada Crítica (MOITA LOPES, 2006; PENNYCOOK, 2006) e no quadro teórico-metodológico do Paradigma Crítico (KINCHELOE e McLAREN 2006; LINCOLN & GUBA, 2006; GARCIA, 2003). Fundamentada pela Teoria Histórico-Cultural (ENGELS, 2000 [1925]; MARX e ENGELS, 2007; VYGOTSKY, 2000, 1991; MORAES, 2008; BLANCK, 1996) a partir dos conceitos de Mediação, Sentidos e Significados, Zona de Desenvolvimento Proximal, Conceitos Científicos e Cotidianos (DANIELS, 2003, 2008; VYGOTSKY, 2000, 2001, 2010), discutiu a prática pedagógica a luz da perspectiva crítico-reflexiva, pautando-se na (multi) referencialidade de autores clássicos e contemporâneos (SCHÖN, 1992, 2000; PÉREZ GÓMEZ, 1992; FREIRE, 1979, 1983, 1996, 1997, 2001; NÓVOA, 2006; SMYTH, 1992; FRANCO, 2015, 2016). Os dados, analisados conforme o Interacionismo Sociodiscursivo (ISD), pelo recorte dos conteúdos temáticos (BRONCKART, 2009), possibilitaram a construção de uma análise crítica, ancorada na fundamentação teórica. Os resultados evidenciaram os sentidos e significados de responsabilidade e de ação refletida como primordiais para o exercício da função de professoras-formadoras de um curso que objetiva formar professores (da escola pública) especialistas em prática reflexiva. Expressam a expectativa das professoras-formadoras quanto ao sentido da postura crítico-reflexiva desses professores-alunos como possibilitadora de um trabalho voltado à desconstrução, a partir do autoconhecimento e do olhar reflexivo sobre a prática educativa, para construção de uma prática pedagógica refletida. A relevância dessas discussões é proeminente considerando-se que o ensinar-aprender, situado numa visão histórico-cultural, trata de um processo mútuo, contínuo e confrontador, que exige a reflexão e a reconstrução da própria identidade profissional, com vistas à transformação da práxis, no âmbito da formação contínua desses professores-alunos, incidindo diretamente na prática pedagógica desses profissionais na escola públicaConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/50823/Jeferson%20Cipriano%20de%20Ara%c3%bajo.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesProfessores de inglês - Formação profissionalEducação permanentePrática de ensinoReflexão críticaEnglish teachers - Occupational trainingContinuing educationStudent teachingCritical reflectionCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAA reflexão crítica na formação contínua de professores de inglês da escola públicaCritical reflection in a continuing education program for public school English teachersinfo: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_SPTEXTJeferson Cipriano de Araújo.pdf.txtJeferson Cipriano de Araújo.pdf.txtExtracted texttext/plain289610https://repositorio.pucsp.br/xmlui/bitstream/handle/22755/4/Jeferson%20Cipriano%20de%20Ara%c3%bajo.pdf.txt7d75e23e06c1bf10e3c7aedb490a36ccMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A reflexão crítica na formação contínua de professores de inglês da escola pública |
dc.title.alternative.eng.fl_str_mv |
Critical reflection in a continuing education program for public school English teachers |
title |
A reflexão crítica na formação contínua de professores de inglês da escola pública |
spellingShingle |
A reflexão crítica na formação contínua de professores de inglês da escola pública Araújo, Jeferson Cipriano de Professores de inglês - Formação profissional Educação permanente Prática de ensino Reflexão crítica English teachers - Occupational training Continuing education Student teaching Critical reflection CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
A reflexão crítica na formação contínua de professores de inglês da escola pública |
title_full |
A reflexão crítica na formação contínua de professores de inglês da escola pública |
title_fullStr |
A reflexão crítica na formação contínua de professores de inglês da escola pública |
title_full_unstemmed |
A reflexão crítica na formação contínua de professores de inglês da escola pública |
title_sort |
A reflexão crítica na formação contínua de professores de inglês da escola pública |
author |
Araújo, Jeferson Cipriano de |
author_facet |
Araújo, Jeferson Cipriano de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Magalhães, Maria Cecilia Camargo |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4441399T6 |
dc.contributor.author.fl_str_mv |
Araújo, Jeferson Cipriano de |
contributor_str_mv |
Magalhães, Maria Cecilia Camargo |
dc.subject.por.fl_str_mv |
Professores de inglês - Formação profissional Educação permanente Prática de ensino |
topic |
Professores de inglês - Formação profissional Educação permanente Prática de ensino Reflexão crítica English teachers - Occupational training Continuing education Student teaching Critical reflection CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Reflexão crítica English teachers - Occupational training Continuing education Student teaching Critical reflection |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
This research aims at critically understand senses and meanings atributed by teacher educators to critical reflective education, which occurs in a specialization course designed to teachers from state and municipal schools of São Paulo and how these senses and meanings expressed can reveal about their practice. The researcher and three teacher educators from the specialization course were part of this research, being interviewed through semi structured questions (LÜDKE & ANDRÉ,1986; NININ, 2018) by social media. This research is inserted in the Critical Applied Linguistics field (MOITA LOPES, 2006; PENNYCOOK, 2006) and in the theoretical and methodological Critical Paradigm (KINCHELOE & McLAREN 2006; LINCOLN & GUBA, 2006; GARCIA, 2003). It was based on Cultural-Historical Theory (VYGOTSKY, 2000, 1991; MORAES, 2008; BLANCK, 1996), taking into account concepts as mediation, senses and meanings as well as Zone of Proximal Development (DANIELS, 2003, 2008; VYGOTSKY, 2000, 2001, 2010). Also, it discussed pedagogical practice in the light of critical reflective practice, based on the (multi)referenciality of classical and contemporary scholars (SCHÖN, 1992, 2000; PÉREZ GÓMEZ, 1992; FREIRE, 1979, 1983, 1996, 1997, 2001; NÓVOA, 2006; SMYTH, 1992; FRANCO, 2015, 2016). The data were analized from socio-discursive interactionism by thematic content clippings and from them it was possible to develop a critical analysis on the theoretical approach. The results confirmed the senses and meanings on responsibility and reflected actions, being essential for the exercise of teaching in the role of a teacher trainer in a specialization course which aims at public schools' teachers reflective practice. It expressed the view of teacher trainers on in-service teachers on how they deconstruct their own teaching practice on self-knowledge about critical reflective practice. This discussion has been relevant, since it considers learning-teaching, from a cultural-historical perspective, as a mutual, continuing and confronting process, in which professional identity is always being reconstructed, likely to change the teaching practice in the teacher's practice educator, being directly focused on pedagogical practice in the public schools' professionals |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-10-24T11:45:05Z |
dc.date.issued.fl_str_mv |
2019-09-09 |
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 |
Araújo, Jeferson Cipriano de. A reflexão crítica na formação contínua de professores de inglês da escola pública. 2019. 129 f. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22755 |
identifier_str_mv |
Araújo, Jeferson Cipriano de. A reflexão crítica na formação contínua de professores de inglês da escola pública. 2019. 129 f. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
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https://tede2.pucsp.br/handle/handle/22755 |
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por |
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info:eu-repo/semantics/openAccess |
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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 |
dc.publisher.initials.fl_str_mv |
PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Filosofia, Comunicação, Letras e Artes |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
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