Cidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetária

Detalhes bibliográficos
Autor(a) principal: Francesco, Cristina Lage de
Data de Publicação: 2020
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/22955
Resumo: The objective of this study is to describe and interpret the phenomenon teacher education for Global citizenship, understood as a phenomenon of human experience. In order to achieve it, the following research question is considered: What is the essence of Teacher education for global citizenship? The investigated phenomenon is understood from the perspective of the subjects who experience it, that is, six in-service teachers. From the perspective of their varied teaching profiles, this research presents an interpretation of teacher education that enables critical reflections about the construction of a professional profile that takes into account the education of individuals who are pro-active contributors to a fairer, safer, more peaceful, tolerant, inclusive, and sustainable world. Theoretically, it seeks to articulate the view of the participating teachers with the notion of global citizenship proposed by UNESCO (2014, 2015), of planetary citizenship proposed by Morin (2010, 2013, 2015) and of teachers’ education, from the perspective of Moraes (1997, 2008, 2012) and of Freire (2013) and Freire and Leffa (2013), which were all considered from Morin’s complex thought perspective (2003, 2007, 2015). Methodologically, this research is anchored in a qualitative proposal, which is guided by the Complex Hermeneutic-Phenomenological Approach (CHPA), as suggested by Freire (2010, 2011, 2017), and counts on the following instruments for recording texts: questionnaire, reflective diary, lesson observations and hermeneutic conversations. The development of this research suggests that the comprehension of Global citizenship as a phenomenon of human experience preceeds the comprehension of teacher education for global citizenship, hence the natural unfolding of this research into two phenomena. My investigation demonstrates that the essence of the phenomenon global citizenship reveals itself through the following complex hermeneutic-phenomenological themes: enlargement, transcendence, construction/ deconstruction, respect, awareness and English. As for the phenomenon teacher education for global citizenship, it reveals itself through the themes: process, knowledge, awareness, questioning, iniciative, lack and webs. Reflecting upon both phenomena in light of the epistemology of complexity, I realize that the concept of planetary citizenship is more relevant and pertinent than global citizenship
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spelling Freire, Maximina Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4367941J4Francesco, Cristina Lage de2020-02-17T11:39:37Z2020-01-28Francesco, Cristina Lage de. Cidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetária. 2020. 200 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, 2020.https://tede2.pucsp.br/handle/handle/22955The objective of this study is to describe and interpret the phenomenon teacher education for Global citizenship, understood as a phenomenon of human experience. In order to achieve it, the following research question is considered: What is the essence of Teacher education for global citizenship? The investigated phenomenon is understood from the perspective of the subjects who experience it, that is, six in-service teachers. From the perspective of their varied teaching profiles, this research presents an interpretation of teacher education that enables critical reflections about the construction of a professional profile that takes into account the education of individuals who are pro-active contributors to a fairer, safer, more peaceful, tolerant, inclusive, and sustainable world. Theoretically, it seeks to articulate the view of the participating teachers with the notion of global citizenship proposed by UNESCO (2014, 2015), of planetary citizenship proposed by Morin (2010, 2013, 2015) and of teachers’ education, from the perspective of Moraes (1997, 2008, 2012) and of Freire (2013) and Freire and Leffa (2013), which were all considered from Morin’s complex thought perspective (2003, 2007, 2015). Methodologically, this research is anchored in a qualitative proposal, which is guided by the Complex Hermeneutic-Phenomenological Approach (CHPA), as suggested by Freire (2010, 2011, 2017), and counts on the following instruments for recording texts: questionnaire, reflective diary, lesson observations and hermeneutic conversations. The development of this research suggests that the comprehension of Global citizenship as a phenomenon of human experience preceeds the comprehension of teacher education for global citizenship, hence the natural unfolding of this research into two phenomena. My investigation demonstrates that the essence of the phenomenon global citizenship reveals itself through the following complex hermeneutic-phenomenological themes: enlargement, transcendence, construction/ deconstruction, respect, awareness and English. As for the phenomenon teacher education for global citizenship, it reveals itself through the themes: process, knowledge, awareness, questioning, iniciative, lack and webs. Reflecting upon both phenomena in light of the epistemology of complexity, I realize that the concept of planetary citizenship is more relevant and pertinent than global citizenshipO objetivo deste trabalho é descrever e interpretar o fenômeno formação docente para a cidadania global, entendido como fenômeno da experiência humana. Para atingir essa meta, a seguinte pergunta de pesquisa é considerada: Qual é a essência da formação docente para a cidadania global? O fenômeno investigado é compreendido sob a perspectiva dos sujeitos que o vivenciam, isto é, seis professores em serviço, de perfis docentes variados. Esta pesquisa apresenta uma interpretação da formação docente que possibilite reflexões críticas acerca da construção de um perfil profissional que leve em conta a educação de indivíduos que sejam contribuidores pró-ativos para um mundo mais justo, pacífico, tolerante, inclusivo, seguro e sustentável. Teoricamente, busca-se articular a visão dos docentes participantes com a noção de cidadania global proposta pela UNESCO (2013, 2014, 2015), de cidadania planetária proposta por Morin (2010, 2013, 2015) e de formação de professores, de acordo com Moraes (1997, 2008, 2012) e Freire (2009) e Freire e Leffa (2013), todas pensadas a partir do pensamento complexo, como concebido por Morin (2003, 2007, 2015). Metodologicamente, esta pesquisa está ancorada em uma proposta qualitativa, que tem como orientação a Abordagem Hermenêutico-Fenomenológica Complexa (AHFC), como proposta por Freire (2010, 2011, 2017). Para a realização deste estudo, foram utilizados os seguintes instrumentos de registro de textos: questionário, diário reflexivo, observações de aulas e conversas hermenêuticas. O desenvolvimento desse trabalho sugere que a compreensão de cidadania global como fenômeno da experiência humana precede a compreensão de formação docente para a cidadania global e, assim, há um natural desdobramento da pesquisa em dois fenômenos. Minha investigação demonstra que a essência do fenômeno cidadania global revela-se por meio dos seguintes temas hermenêutico-fenomenológicos: ampliação, transcendência, construção/desconstrução, respeito, consciência e inglês. Quanto ao fenômeno formação docente para a cidadania global, este revela-se por meio dos temas: processo, conhecimento, consciência, questionamento, iniciativa, falta e redes. Refletindo sobre ambos os fenômenos à luz da epistemologia da complexidade, percebo o conceito de cidadania planetária como mais relevante e pertinente do que cidadania globalConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/51446/Cristina%20Lage%20de%20Francesco.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 - Formação profissionalCidadania universalCidadania globalCidadania planetáriaTeachers - Occupational trainingWorld citizenshipGlobal citizenshipPlanetary citizenshipCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADACidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetáriaGlobal citizenship and teacher education for global citizenship: building bridges and connecting worlds towards planetary citizenshipinfo: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_SPTEXTCristina Lage de Francesco.pdf.txtCristina Lage de Francesco.pdf.txtExtracted texttext/plain451815https://repositorio.pucsp.br/xmlui/bitstream/handle/22955/4/Cristina%20Lage%20de%20Francesco.pdf.txte47e8c0b2631a4ab65343e5421100cbeMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Cidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetária
dc.title.alternative.eng.fl_str_mv Global citizenship and teacher education for global citizenship: building bridges and connecting worlds towards planetary citizenship
title Cidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetária
spellingShingle Cidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetária
Francesco, Cristina Lage de
Professores - Formação profissional
Cidadania universal
Cidadania global
Cidadania planetária
Teachers - Occupational training
World citizenship
Global citizenship
Planetary citizenship
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
title_short Cidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetária
title_full Cidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetária
title_fullStr Cidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetária
title_full_unstemmed Cidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetária
title_sort Cidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetária
author Francesco, Cristina Lage de
author_facet Francesco, Cristina Lage de
author_role author
dc.contributor.advisor1.fl_str_mv Freire, Maximina Maria
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4367941J4
dc.contributor.author.fl_str_mv Francesco, Cristina Lage de
contributor_str_mv Freire, Maximina Maria
dc.subject.por.fl_str_mv Professores - Formação profissional
Cidadania universal
Cidadania global
Cidadania planetária
topic Professores - Formação profissional
Cidadania universal
Cidadania global
Cidadania planetária
Teachers - Occupational training
World citizenship
Global citizenship
Planetary citizenship
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
dc.subject.eng.fl_str_mv Teachers - Occupational training
World citizenship
Global citizenship
Planetary citizenship
dc.subject.cnpq.fl_str_mv CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
description The objective of this study is to describe and interpret the phenomenon teacher education for Global citizenship, understood as a phenomenon of human experience. In order to achieve it, the following research question is considered: What is the essence of Teacher education for global citizenship? The investigated phenomenon is understood from the perspective of the subjects who experience it, that is, six in-service teachers. From the perspective of their varied teaching profiles, this research presents an interpretation of teacher education that enables critical reflections about the construction of a professional profile that takes into account the education of individuals who are pro-active contributors to a fairer, safer, more peaceful, tolerant, inclusive, and sustainable world. Theoretically, it seeks to articulate the view of the participating teachers with the notion of global citizenship proposed by UNESCO (2014, 2015), of planetary citizenship proposed by Morin (2010, 2013, 2015) and of teachers’ education, from the perspective of Moraes (1997, 2008, 2012) and of Freire (2013) and Freire and Leffa (2013), which were all considered from Morin’s complex thought perspective (2003, 2007, 2015). Methodologically, this research is anchored in a qualitative proposal, which is guided by the Complex Hermeneutic-Phenomenological Approach (CHPA), as suggested by Freire (2010, 2011, 2017), and counts on the following instruments for recording texts: questionnaire, reflective diary, lesson observations and hermeneutic conversations. The development of this research suggests that the comprehension of Global citizenship as a phenomenon of human experience preceeds the comprehension of teacher education for global citizenship, hence the natural unfolding of this research into two phenomena. My investigation demonstrates that the essence of the phenomenon global citizenship reveals itself through the following complex hermeneutic-phenomenological themes: enlargement, transcendence, construction/ deconstruction, respect, awareness and English. As for the phenomenon teacher education for global citizenship, it reveals itself through the themes: process, knowledge, awareness, questioning, iniciative, lack and webs. Reflecting upon both phenomena in light of the epistemology of complexity, I realize that the concept of planetary citizenship is more relevant and pertinent than global citizenship
publishDate 2020
dc.date.accessioned.fl_str_mv 2020-02-17T11:39:37Z
dc.date.issued.fl_str_mv 2020-01-28
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dc.identifier.citation.fl_str_mv Francesco, Cristina Lage de. Cidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetária. 2020. 200 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, 2020.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/22955
identifier_str_mv Francesco, Cristina Lage de. Cidadania global e formação docente para a cidadania global: construindo pontes e conectando mundos rumo à cidadania planetária. 2020. 200 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, 2020.
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dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
dc.publisher.initials.fl_str_mv PUC-SP
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dc.publisher.department.fl_str_mv Faculdade de Filosofia, Comunicação, Letras e Artes
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