Formação de formadores como agentes de transformação
Autor(a) principal: | |
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Data de Publicação: | 2014 |
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/13653 |
Resumo: | This research is inserted in the field of Applied Linguistics and has the general objective to understand critically how the activities of a project about continuing formation of teachers and coordinators collaborate to produce meanings about reading and writing of the subjects involved in the process. It is inserted in the research group LACE (Language Activities in the School Context - PUC - SP), which focuses mainly on the training of critical-reflexive educators and students and includes critical and collaborative research that investigates the constitution of the subjects, their forms of participation and the production of senses and meanings in education (LIBERALI 2012). This study is grounded in the Theory of Socio-Historical-Cultural Activity (Vygotsky, 1934/1993, LEONTIEV, 1959/1988, Engestrom, 2000/2005), when it understands the subjects historically, constituting themselves and others through mediated relationships with the world (LIBERALI , 2012), in the concept of Creative Chain (LIBERALI, 2006) that becomes central in the search and transformation of critical professionals, in the constitution of the reflective professional based on the language (Bakhtin, 1953/2003) and inside the role of collaboration in teacher education (Magalhães, 2009). Therefore, the research is structured as a Critical Research of Collaboration (Magalhães, 2009), which enables the search for transformation of all involved. The focus of this study resided in critical knowledge and in the process of becoming subject of your own action. The research was conducted through a set of activities, namely: a) the study of videotaped encounters between planning coordinators of Aprender Editora (Publisher Learn), and b) the videotaped meetings of studies about the planning of the coordinators and educators of the publisher. The participants in this research are the professionals of a pedagogical support team which is responsible for the continuing formation project, which is developed with educators, coordinators and teachers, currently developed in 87 cities situated in the state of Ceara. Some data were produced in 2012 and others in 2013. To critically understand the activities that make the project for continuous formation, the language will be understood and analyzed as constitutive in a collaborative process. Data were analyzed based on categories that seek to realize the production of knowledge in argumentation and in verbal interactions considering the enunciative, discursive and linguistic contexts (Liberali, 2006-2012-2013). Therefore, the research was consisted of the analysis on the Aprender Editora Project of Formation, called Project Reading You Get to Knowing. The central question of this research was: how it occurs the activities of the educators training network? This question refers to reflections that are related to how knowledge is produced and the existence or non-existence of discursive marks that may indicate the share of new meanings. The results indicate that different meanings are discussed by the participants, which at times were marked by an argumentative language that made possible the development of a Creative Chain (LIBERALI, 2006). However it is necessary that the moments of creative activities are expanded. For this, the language used mainly by the educator that assumes the social role of guiding the group, needs to enable a critical reflection with confrontation between the different meanings and the construction and sharing of new meanings |
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Liberali, Fernanda Coelhohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4352878U0Macambira, Daniela Miranda da Costa2016-04-28T18:22:48Z2014-03-072014-01-27Macambira, Daniela Miranda da Costa. Formação de formadores como agentes de transformação. 2014. 191 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014.https://tede2.pucsp.br/handle/handle/13653This research is inserted in the field of Applied Linguistics and has the general objective to understand critically how the activities of a project about continuing formation of teachers and coordinators collaborate to produce meanings about reading and writing of the subjects involved in the process. It is inserted in the research group LACE (Language Activities in the School Context - PUC - SP), which focuses mainly on the training of critical-reflexive educators and students and includes critical and collaborative research that investigates the constitution of the subjects, their forms of participation and the production of senses and meanings in education (LIBERALI 2012). This study is grounded in the Theory of Socio-Historical-Cultural Activity (Vygotsky, 1934/1993, LEONTIEV, 1959/1988, Engestrom, 2000/2005), when it understands the subjects historically, constituting themselves and others through mediated relationships with the world (LIBERALI , 2012), in the concept of Creative Chain (LIBERALI, 2006) that becomes central in the search and transformation of critical professionals, in the constitution of the reflective professional based on the language (Bakhtin, 1953/2003) and inside the role of collaboration in teacher education (Magalhães, 2009). Therefore, the research is structured as a Critical Research of Collaboration (Magalhães, 2009), which enables the search for transformation of all involved. The focus of this study resided in critical knowledge and in the process of becoming subject of your own action. The research was conducted through a set of activities, namely: a) the study of videotaped encounters between planning coordinators of Aprender Editora (Publisher Learn), and b) the videotaped meetings of studies about the planning of the coordinators and educators of the publisher. The participants in this research are the professionals of a pedagogical support team which is responsible for the continuing formation project, which is developed with educators, coordinators and teachers, currently developed in 87 cities situated in the state of Ceara. Some data were produced in 2012 and others in 2013. To critically understand the activities that make the project for continuous formation, the language will be understood and analyzed as constitutive in a collaborative process. Data were analyzed based on categories that seek to realize the production of knowledge in argumentation and in verbal interactions considering the enunciative, discursive and linguistic contexts (Liberali, 2006-2012-2013). Therefore, the research was consisted of the analysis on the Aprender Editora Project of Formation, called Project Reading You Get to Knowing. The central question of this research was: how it occurs the activities of the educators training network? This question refers to reflections that are related to how knowledge is produced and the existence or non-existence of discursive marks that may indicate the share of new meanings. The results indicate that different meanings are discussed by the participants, which at times were marked by an argumentative language that made possible the development of a Creative Chain (LIBERALI, 2006). However it is necessary that the moments of creative activities are expanded. For this, the language used mainly by the educator that assumes the social role of guiding the group, needs to enable a critical reflection with confrontation between the different meanings and the construction and sharing of new meaningsEsta pesquisa está inserida na área de Linguística Aplicada e tem como objetivo geral compreender criticamente como as atividades de um projeto de formação contínua de professores e coordenadores colaboram para a produção de significados sobre leitura e escrita dos sujeitos do processo. Está inserida no grupo de pesquisa LACE (Linguagem em Atividades no Contexto Escolar- PUC-SP), que focaliza, principalmente, a formação de educadores e alunos crítico-reflexivos e inclui pesquisas de intervenção crítico-colaborativas que investigam a constituição dos sujeitos, suas formas de participação e a produção de sentidos e significados em educação (LIBERALI, 2012). Este estudo está embasado na Teoria da Atividade Sócio-Histórico-Cultural (VYGOTSKY, 1934/1993, LEONTIEV, 1959/1988, ENGESTROM, 2000/2005), ao compreender que os sujeitos, historicamente, se constituem aos demais por meio de relações mediadas com o mundo (LIBERALI, 2012), no conceito de Cadeia Criativa (LIBERALI, 2006) que se torna central na busca e transformação de profissionais críticos, na constituição do profissional reflexivo com base na linguagem (BAKHTIN, 1953/2003) e no papel da colaboração na formação de professores (MAGALHÃES, 2009). Estrutura-se, pois, como uma Pesquisa Crítica de Colaboração (MAGALHÃES, 2009), que possibilita a busca de transformação de todos os envolvidos, estando o foco no conhecimento crítico e no processo de tornar-se sujeito da própria ação. A pesquisa realizou-se por meio de um conjunto de atividades, a saber: a) os encontros filmados de estudo de planejamentos entre as coordenadoras da Aprender Editora; e b) os encontros filmados de estudos de planejamentos das coordenadoras e formadoras da Editora. São participantes desta investigação os profissionais de uma equipe de assessoria pedagógica responsáveis pelo projeto de formação contínua, desenvolvido com educadores, coordenadores e professores, desenvolvido atualmente em 87 cidades do Estado do Ceará. Alguns dados foram produzidos no ano de 2012 e outros em 2013. Para compreender criticamente as atividades que compõem o projeto de formação contínua, se ocorre produção de significados acerca dos conceitos de leitura e escrita, a linguagem será analisada sendo esta compreendida como constitutiva em um processo colaborativo. Os dados serão analisados com base em categorias que buscam perceber a produção de conhecimento na argumentação, nas interações verbais considerando os contextos enunciativos, discursivos e linguísticos (Liberali, 2006-2012-2013). Logo, a pesquisa consistiu na análise de Atividades do Projeto de formação da Aprender Editora, denominado Projeto Lendo Você Fica Sabendo. A questão central desta pesquisa é: Como ocorrem as atividades da rede de formação de educadores? Essa questão remete a reflexões que estão relacionadas ao modo como o conhecimento é produzido, a existência ou não de marcas discursivas que podem indicar o compartilhamento de novos significados. Os resultados apontam que diferentes sentidos são discutidos pelos participantes, alguns momentos foram demarcados por uma linguagem argumentativa que possibilitou a realização de uma Cadeia Criativa (LIBERALI, 2006), no entanto faz-se necessário que os momentos de atividades criativas sejam ampliados. Para isso, a linguagem utilizada, principalmente pela educadora que assume o papel social de orientadora do grupo, necessita possibilitar que haja uma reflexão crítica, um confronto entre os diferentes sentidos e a construção, o compartilhamento de novos significadosCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/30362/Daniela%20Miranda%20da%20Costa%20Macambira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBRLingüísticaFormação de professoresCadeia criativaSignificadosFormation of educatorsCreative chainMeaningCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAFormação de formadores como agentes de transformaçãoinfo: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_SPTEXTDaniela Miranda da Costa Macambira.pdf.txtDaniela Miranda da Costa Macambira.pdf.txtExtracted texttext/plain358450https://repositorio.pucsp.br/xmlui/bitstream/handle/13653/3/Daniela%20Miranda%20da%20Costa%20Macambira.pdf.txt91d462524038d3ee874072e198e48942MD53ORIGINALDaniela Miranda da Costa Macambira.pdfapplication/pdf3898543https://repositorio.pucsp.br/xmlui/bitstream/handle/13653/1/Daniela%20Miranda%20da%20Costa%20Macambira.pdf7355a8a8d5a325eb90a3858605117592MD51THUMBNAILDaniela Miranda da Costa Macambira.pdf.jpgDaniela Miranda da Costa Macambira.pdf.jpgGenerated Thumbnailimage/jpeg2201https://repositorio.pucsp.br/xmlui/bitstream/handle/13653/2/Daniela%20Miranda%20da%20Costa%20Macambira.pdf.jpg4b27c618307421be6a48a640644c521eMD52handle/136532022-04-27 22:19:31.988oai:repositorio.pucsp.br:handle/13653Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T01:19:31Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Formação de formadores como agentes de transformação |
title |
Formação de formadores como agentes de transformação |
spellingShingle |
Formação de formadores como agentes de transformação Macambira, Daniela Miranda da Costa Formação de professores Cadeia criativa Significados Formation of educators Creative chain Meaning CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Formação de formadores como agentes de transformação |
title_full |
Formação de formadores como agentes de transformação |
title_fullStr |
Formação de formadores como agentes de transformação |
title_full_unstemmed |
Formação de formadores como agentes de transformação |
title_sort |
Formação de formadores como agentes de transformação |
author |
Macambira, Daniela Miranda da Costa |
author_facet |
Macambira, Daniela Miranda da Costa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Liberali, Fernanda Coelho |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4352878U0 |
dc.contributor.author.fl_str_mv |
Macambira, Daniela Miranda da Costa |
contributor_str_mv |
Liberali, Fernanda Coelho |
dc.subject.por.fl_str_mv |
Formação de professores Cadeia criativa Significados |
topic |
Formação de professores Cadeia criativa Significados Formation of educators Creative chain Meaning CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Formation of educators Creative chain Meaning |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
This research is inserted in the field of Applied Linguistics and has the general objective to understand critically how the activities of a project about continuing formation of teachers and coordinators collaborate to produce meanings about reading and writing of the subjects involved in the process. It is inserted in the research group LACE (Language Activities in the School Context - PUC - SP), which focuses mainly on the training of critical-reflexive educators and students and includes critical and collaborative research that investigates the constitution of the subjects, their forms of participation and the production of senses and meanings in education (LIBERALI 2012). This study is grounded in the Theory of Socio-Historical-Cultural Activity (Vygotsky, 1934/1993, LEONTIEV, 1959/1988, Engestrom, 2000/2005), when it understands the subjects historically, constituting themselves and others through mediated relationships with the world (LIBERALI , 2012), in the concept of Creative Chain (LIBERALI, 2006) that becomes central in the search and transformation of critical professionals, in the constitution of the reflective professional based on the language (Bakhtin, 1953/2003) and inside the role of collaboration in teacher education (Magalhães, 2009). Therefore, the research is structured as a Critical Research of Collaboration (Magalhães, 2009), which enables the search for transformation of all involved. The focus of this study resided in critical knowledge and in the process of becoming subject of your own action. The research was conducted through a set of activities, namely: a) the study of videotaped encounters between planning coordinators of Aprender Editora (Publisher Learn), and b) the videotaped meetings of studies about the planning of the coordinators and educators of the publisher. The participants in this research are the professionals of a pedagogical support team which is responsible for the continuing formation project, which is developed with educators, coordinators and teachers, currently developed in 87 cities situated in the state of Ceara. Some data were produced in 2012 and others in 2013. To critically understand the activities that make the project for continuous formation, the language will be understood and analyzed as constitutive in a collaborative process. Data were analyzed based on categories that seek to realize the production of knowledge in argumentation and in verbal interactions considering the enunciative, discursive and linguistic contexts (Liberali, 2006-2012-2013). Therefore, the research was consisted of the analysis on the Aprender Editora Project of Formation, called Project Reading You Get to Knowing. The central question of this research was: how it occurs the activities of the educators training network? This question refers to reflections that are related to how knowledge is produced and the existence or non-existence of discursive marks that may indicate the share of new meanings. The results indicate that different meanings are discussed by the participants, which at times were marked by an argumentative language that made possible the development of a Creative Chain (LIBERALI, 2006). However it is necessary that the moments of creative activities are expanded. For this, the language used mainly by the educator that assumes the social role of guiding the group, needs to enable a critical reflection with confrontation between the different meanings and the construction and sharing of new meanings |
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2014 |
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2014-03-07 |
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2014-01-27 |
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2016-04-28T18:22:48Z |
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Macambira, Daniela Miranda da Costa. Formação de formadores como agentes de transformação. 2014. 191 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
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https://tede2.pucsp.br/handle/handle/13653 |
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Macambira, Daniela Miranda da Costa. Formação de formadores como agentes de transformação. 2014. 191 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2014. |
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