Uma segunda língua para falar n(d)a velhice
Autor(a) principal: | |
---|---|
Data de Publicação: | 2013 |
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/12425 |
Resumo: | Speaking English at old age, speaking old age in English is the thread weaving this dissertation. Such sewing process started at the weekly meetings I had with those who, at old age, engaged in a kind of subversive (?) activity such as learning a second language. To respond to what they demanded (demand!) I found myself - ethically speaking - committed to undertaking a specific training: after all, I had worked with younger students, so far, At first, consistent with the involvement I had with such segment of the population, I sensed there were specificities in learning English at old age. As time passed by, the way I looked at old age has changed a great deal, what has enabled me to realize a mix of potentiality and fragility living together so as to determine the learning process at issue. That is why expressions like X is age-related I cannot accept as natural anymore. As to academic environment, I asked myself: how can I approach, theoretical-methodologically speaking, this pair of opposites - potentiality and fragility - which essentially characterizes the meeting I have had with old apprentices? Guided by these questions as well as the by need to develop them through the experience I have as an English teacher of the elderly, I met the challenge of a scientific investigation, starting my reflections on my professional practice. To start with, I supported my reflections on some Gerontology bibliography: a step ahead to go deeper into aging and old age. The result of the aforesaid endeavor can be seen in chapter 1 of this dissertation. It reflects my facing a kind of debate which is predominantly polarizing: on the one hand, propositions lying on the notion of decline; on the other hand those, more closely linked to an ideal old age, supported by the concept of active aging.Reading Mercadante (1997), Debert (1997) and Fonseca (2012), I could criticize said polarization and advocate in favor of the hypotheses that such pair of opposites, marking the human existence, should be included within Gerontological studies. Chapter 2, results from a bibliographic research as well. This time, Educational Psychology,Rosa (2010), Lajonquière (2000) and Developmental Psychology,Piaget (1985), Vygotsky (1984), - scholars - fields where the learning process is discussed - were referred to so as I could, subsequently, consider " learning English at old age" as itself. Diving into the literature concerned, Sitoe (2006), Boiavoski (2006), Silveira (2009), Morin (1999), Campos (2002), among others, I could observe some convergences, despite a few conceptual differences, that is: a) learning also means life playing a part at old age; b) recognition of the importance and suitability of the social constructivism approach to teaching English at old age. Due to the distinctness I put on Lajonquière (2000) , psychoanalyst who debates on learning as far as Education is concerned, I could understand the interaction between myself - other self is crossed by the unconscious (and, as a consequence, by desire): a third element suspending, inclusively, the notion of chronological time. The unconscious is timeless. Therefore, there is no such a link between desire and age. Therefore, desire also plays its cards in social interactions, including those motivated by learning English. The discussion submitted to the first two chapters has allowed me to position myself towards reading (analyzing) my field research data: narratives (in Portuguese and English) built by the students themselves and by me, during our meetings to learn English". Having the stamp of singularity involved in this process, I have also gathered some information which insists on being present in every student: commitment to " reinventing oneself" at old age (here meant as the demand to speak English) The methodology implemented, to meet the demand generated by such commitment, was centralize the dialog in the classroom: it is, by definition, space to opening oneself so as the other self-gains voice and talks about him/herself to one other in English. This is how, "speaking English at old age, speaking old age in English" becomes reality |
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Fonseca, Suzana Carielo dahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4388922E6Camargo, Teresa Cristina Ferreira2016-04-27T18:47:12Z2013-05-072013-04-30Camargo, Teresa Cristina Ferreira. Speaking English at old age, speaking old age in English. 2013. 82 f. Dissertação (Mestrado em Gerontologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.https://tede2.pucsp.br/handle/handle/12425Speaking English at old age, speaking old age in English is the thread weaving this dissertation. Such sewing process started at the weekly meetings I had with those who, at old age, engaged in a kind of subversive (?) activity such as learning a second language. To respond to what they demanded (demand!) I found myself - ethically speaking - committed to undertaking a specific training: after all, I had worked with younger students, so far, At first, consistent with the involvement I had with such segment of the population, I sensed there were specificities in learning English at old age. As time passed by, the way I looked at old age has changed a great deal, what has enabled me to realize a mix of potentiality and fragility living together so as to determine the learning process at issue. That is why expressions like X is age-related I cannot accept as natural anymore. As to academic environment, I asked myself: how can I approach, theoretical-methodologically speaking, this pair of opposites - potentiality and fragility - which essentially characterizes the meeting I have had with old apprentices? Guided by these questions as well as the by need to develop them through the experience I have as an English teacher of the elderly, I met the challenge of a scientific investigation, starting my reflections on my professional practice. To start with, I supported my reflections on some Gerontology bibliography: a step ahead to go deeper into aging and old age. The result of the aforesaid endeavor can be seen in chapter 1 of this dissertation. It reflects my facing a kind of debate which is predominantly polarizing: on the one hand, propositions lying on the notion of decline; on the other hand those, more closely linked to an ideal old age, supported by the concept of active aging.Reading Mercadante (1997), Debert (1997) and Fonseca (2012), I could criticize said polarization and advocate in favor of the hypotheses that such pair of opposites, marking the human existence, should be included within Gerontological studies. Chapter 2, results from a bibliographic research as well. This time, Educational Psychology,Rosa (2010), Lajonquière (2000) and Developmental Psychology,Piaget (1985), Vygotsky (1984), - scholars - fields where the learning process is discussed - were referred to so as I could, subsequently, consider " learning English at old age" as itself. Diving into the literature concerned, Sitoe (2006), Boiavoski (2006), Silveira (2009), Morin (1999), Campos (2002), among others, I could observe some convergences, despite a few conceptual differences, that is: a) learning also means life playing a part at old age; b) recognition of the importance and suitability of the social constructivism approach to teaching English at old age. Due to the distinctness I put on Lajonquière (2000) , psychoanalyst who debates on learning as far as Education is concerned, I could understand the interaction between myself - other self is crossed by the unconscious (and, as a consequence, by desire): a third element suspending, inclusively, the notion of chronological time. The unconscious is timeless. Therefore, there is no such a link between desire and age. Therefore, desire also plays its cards in social interactions, including those motivated by learning English. The discussion submitted to the first two chapters has allowed me to position myself towards reading (analyzing) my field research data: narratives (in Portuguese and English) built by the students themselves and by me, during our meetings to learn English". Having the stamp of singularity involved in this process, I have also gathered some information which insists on being present in every student: commitment to " reinventing oneself" at old age (here meant as the demand to speak English) The methodology implemented, to meet the demand generated by such commitment, was centralize the dialog in the classroom: it is, by definition, space to opening oneself so as the other self-gains voice and talks about him/herself to one other in English. This is how, "speaking English at old age, speaking old age in English" becomes realityFalar em inglês na velhice, falar da velhice em inglês é o fio que se tece nesta dissertação. Ele foi puxado nos meus encontros semanais com sujeitos que, na velhice tomaram a decisão subversiva (?) de aprender uma segunda língua. A demanda que me dirigiram (dirigem!) trouxe para mim o compromisso eu diria ético de empreender uma formação específica: afinal, minha experiência, até bem pouco tempo atrás, era com pessoas mais jovens. Nos primeiros momentos de envolvimento com esse segmento populacional, tive a intuição de que a aprendizagem do inglês na velhice comportava especificidades. Ao longo do tempo, meu olhar para a velhice mudou, o que me possibilitou ver um misto de potência e fragilidade determinando o processo de aprendizagem em questão. Isso me levou a suspender a naturalidade com que eu ouvia expressões, tais como, x é próprio da idade . Já no ambiente acadêmico, eu passei a me perguntar: como abordar teórico-metodologicamente esse par de opostos potência e fragilidade - que essencialmente traduz meu encontro com os velhos aprendizes? Orientada por essa questão e pela necessidade de desdobrá-la na minha prática como professora de inglês de idosos, enfrentei o desafio da investigação científica, tomando o exercício profissional como lugar da minha reflexão. Para encaminhá-la, apoiei-me, em primeiro lugar, na realização de uma revisão bibliográfica na área da Gerontologia: mais um passo para aprofundar o conhecimento sobre o envelhecimento e a velhice. O resultado deste empreendimento encontra-se no capítulo 1 desta dissertação. Ele reflete o meu confronto com um debate predominantemente polarizador: de um lado, proposições assentadas na noção de declínio; de outro, aquelas que refletem certa idealização da velhice baseadas no conceito de envelhecimento ativo. A partir de Mercadante (1997), Debert (1997) e Fonseca (2012), critiquei essa polarização e advoguei a favor da hipótese de que é preciso incluir os pares de opostos que marcam a existência humana no campo de estudos gerontológicos. O capítulo 2 resulta, também, de uma incursão bibliográfica. Dessa vez, estudiosos da Educação,Rosa (2010), Lajonquière (2000) e da Psicologia do Desenvolvimento, Piaget (1985), Vygotsky (1984), - campos em que se problematiza o processo de aprendizagem - foram consultados para que, em seguida, eu pudesse discutir especificamente a questão que envolve aprendizagem do inglês na velhice . Penetrei na literatura sobre o tema, Sitoe (2006), Boiavoski (2006), Silveira (2009), Morin (1999), Campos (2002), entre outros, e constatei convergências, a despeito de diferenças conceituais, quais sejam: a) aprendizagem é termo que também significa a vida que se desenrola na velhice; b) reconhecimento da importância e adequação do método construtivista social para o ensino do inglês na velhice. Dou destaque ao fato de que, com Lajonquière (2000), psicanalista que problematiza a noção de aprendizagem na área da Educação, entendi que a interação eu-outro é atravessada pelo inconsciente (e, consequentemente, pelo desejo): um terceiro elemento que suspende, inclusive, a noção de tempo cronológico. O inconsciente é atemporal. Portanto, desejo é algo que não está vinculado à idade. Portanto, ele também joga suas cartas nas interações sociais, inclusive naquelas motivadas pela aprendizagem do inglês. A discussão encaminhada nestes dois primeiros capítulos é que me permitiu construir uma posição para ler (analisar) os dados da minha pesquisa de campo: narrativas (em português e inglês) construídas cooperativamente pelos próprios alunos e por mim, nos nossos encontros para aprender inglês . Sob a marca de singularidade implicada neste processo, recolhi que também insiste em se apresentar para todos: o compromisso com o reinventar-se na velhice (aqui traduzido pela demanda de falar inglês). Sobre o método para atender a demanda gerada por esse compromisso, indiquei a centralidade da implementação do diálogo nas aulas: ele é, por definição, espaço de abertura de posição para o outro tomar voz e falar de si e para o outro em inglês. Assim, é que se concretiza o falar inglês na velhice e o falar da velhice em inglês Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/25418/Teresa%20Cristina%20Ferreira%20Camargo.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em GerontologiaPUC-SPBRGerontologiaVelhiceAprendizagemInglêsEnvelhecimentoGerontologiaOld ageLearningEnglishAgingGerontologyCNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIALUma segunda língua para falar n(d)a velhiceSpeaking English at old age, speaking old age in Englishinfo: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_SPTEXTTeresa Cristina Ferreira Camargo.pdf.txtTeresa Cristina Ferreira Camargo.pdf.txtExtracted texttext/plain193942https://repositorio.pucsp.br/xmlui/bitstream/handle/12425/3/Teresa%20Cristina%20Ferreira%20Camargo.pdf.txt0b64f308e3feb1c3f51c15a24d07e699MD53ORIGINALTeresa Cristina Ferreira Camargo.pdfapplication/pdf373314https://repositorio.pucsp.br/xmlui/bitstream/handle/12425/1/Teresa%20Cristina%20Ferreira%20Camargo.pdfd809668a4f7d9186a57ae41e09ac1dd7MD51THUMBNAILTeresa Cristina Ferreira Camargo.pdf.jpgTeresa Cristina Ferreira Camargo.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/12425/2/Teresa%20Cristina%20Ferreira%20Camargo.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/124252022-04-27 13:58:51.792oai:repositorio.pucsp.br:handle/12425Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T16:58:51Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Uma segunda língua para falar n(d)a velhice |
dc.title.alternative.eng.fl_str_mv |
Speaking English at old age, speaking old age in English |
title |
Uma segunda língua para falar n(d)a velhice |
spellingShingle |
Uma segunda língua para falar n(d)a velhice Camargo, Teresa Cristina Ferreira Velhice Aprendizagem Inglês Envelhecimento Gerontologia Old age Learning English Aging Gerontology CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL |
title_short |
Uma segunda língua para falar n(d)a velhice |
title_full |
Uma segunda língua para falar n(d)a velhice |
title_fullStr |
Uma segunda língua para falar n(d)a velhice |
title_full_unstemmed |
Uma segunda língua para falar n(d)a velhice |
title_sort |
Uma segunda língua para falar n(d)a velhice |
author |
Camargo, Teresa Cristina Ferreira |
author_facet |
Camargo, Teresa Cristina Ferreira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fonseca, Suzana Carielo da |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4388922E6 |
dc.contributor.author.fl_str_mv |
Camargo, Teresa Cristina Ferreira |
contributor_str_mv |
Fonseca, Suzana Carielo da |
dc.subject.por.fl_str_mv |
Velhice Aprendizagem Inglês Envelhecimento Gerontologia |
topic |
Velhice Aprendizagem Inglês Envelhecimento Gerontologia Old age Learning English Aging Gerontology CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL |
dc.subject.eng.fl_str_mv |
Old age Learning English Aging Gerontology |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS SOCIAIS APLICADAS::SERVICO SOCIAL |
description |
Speaking English at old age, speaking old age in English is the thread weaving this dissertation. Such sewing process started at the weekly meetings I had with those who, at old age, engaged in a kind of subversive (?) activity such as learning a second language. To respond to what they demanded (demand!) I found myself - ethically speaking - committed to undertaking a specific training: after all, I had worked with younger students, so far, At first, consistent with the involvement I had with such segment of the population, I sensed there were specificities in learning English at old age. As time passed by, the way I looked at old age has changed a great deal, what has enabled me to realize a mix of potentiality and fragility living together so as to determine the learning process at issue. That is why expressions like X is age-related I cannot accept as natural anymore. As to academic environment, I asked myself: how can I approach, theoretical-methodologically speaking, this pair of opposites - potentiality and fragility - which essentially characterizes the meeting I have had with old apprentices? Guided by these questions as well as the by need to develop them through the experience I have as an English teacher of the elderly, I met the challenge of a scientific investigation, starting my reflections on my professional practice. To start with, I supported my reflections on some Gerontology bibliography: a step ahead to go deeper into aging and old age. The result of the aforesaid endeavor can be seen in chapter 1 of this dissertation. It reflects my facing a kind of debate which is predominantly polarizing: on the one hand, propositions lying on the notion of decline; on the other hand those, more closely linked to an ideal old age, supported by the concept of active aging.Reading Mercadante (1997), Debert (1997) and Fonseca (2012), I could criticize said polarization and advocate in favor of the hypotheses that such pair of opposites, marking the human existence, should be included within Gerontological studies. Chapter 2, results from a bibliographic research as well. This time, Educational Psychology,Rosa (2010), Lajonquière (2000) and Developmental Psychology,Piaget (1985), Vygotsky (1984), - scholars - fields where the learning process is discussed - were referred to so as I could, subsequently, consider " learning English at old age" as itself. Diving into the literature concerned, Sitoe (2006), Boiavoski (2006), Silveira (2009), Morin (1999), Campos (2002), among others, I could observe some convergences, despite a few conceptual differences, that is: a) learning also means life playing a part at old age; b) recognition of the importance and suitability of the social constructivism approach to teaching English at old age. Due to the distinctness I put on Lajonquière (2000) , psychoanalyst who debates on learning as far as Education is concerned, I could understand the interaction between myself - other self is crossed by the unconscious (and, as a consequence, by desire): a third element suspending, inclusively, the notion of chronological time. The unconscious is timeless. Therefore, there is no such a link between desire and age. Therefore, desire also plays its cards in social interactions, including those motivated by learning English. The discussion submitted to the first two chapters has allowed me to position myself towards reading (analyzing) my field research data: narratives (in Portuguese and English) built by the students themselves and by me, during our meetings to learn English". Having the stamp of singularity involved in this process, I have also gathered some information which insists on being present in every student: commitment to " reinventing oneself" at old age (here meant as the demand to speak English) The methodology implemented, to meet the demand generated by such commitment, was centralize the dialog in the classroom: it is, by definition, space to opening oneself so as the other self-gains voice and talks about him/herself to one other in English. This is how, "speaking English at old age, speaking old age in English" becomes reality |
publishDate |
2013 |
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2013-05-07 |
dc.date.issued.fl_str_mv |
2013-04-30 |
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2016-04-27T18:47:12Z |
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Camargo, Teresa Cristina Ferreira. Speaking English at old age, speaking old age in English. 2013. 82 f. Dissertação (Mestrado em Gerontologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/12425 |
identifier_str_mv |
Camargo, Teresa Cristina Ferreira. Speaking English at old age, speaking old age in English. 2013. 82 f. Dissertação (Mestrado em Gerontologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013. |
url |
https://tede2.pucsp.br/handle/handle/12425 |
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Gerontologia |
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