Um estudo sobre a autonomia docente e o trabalho do professor universitário
Autor(a) principal: | |
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Data de Publicação: | 2010 |
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/13468 |
Resumo: | Autonomy is a requirement in many areas of current work contexts. In education, learner autonomy is understood as an objective to be attained by students in acquiring a better education. In Applied Linguistics, specifically in teaching a foreign language, the term refers to learner and teacher autonomy. The present research focuses on teacher autonomy, investigating the representation of teacher autonomy in texts written by university professors who use Information Technology and Communication (ITC) in their work. Based on this general objective, specific objectives are, first of all, to establish the relationship between teachers‟ autonomy and the use of ITC in teachers‟ work; secondly, to identify linguistic and discourse mechanisms used to represent teacher autonomy. The third specific objective is to analyze what is accomplished in the classroom when ITC is used; the fourth, to identify linguistic and discourse mechanisms used to represent this kind of work. The theoretical background of the research is based on Socio-discursive Interaction work theories as developed in Clinical Activity and Ergonomics as well as theories dealing with teacher autonomy found in Applied Linguistics. Six English language professors participated in the research project. They have taught five or more years at public or private universities. Data were collected via internet, through e-mail or Moodle. Each participant provided two texts. The first text reflected on teacher autonomy and the second on their lived experiences and the use of ITC. The Trophes program was used to analyze the data based on theory proposed by Bronckart (1999, 2006, 2008), Bronckart & Machado (2004), Maingueneau (2008), Charaudeau (2008) e Machado & Bronckart (2009). Results indicate that representations of autonomy reflect characteristics such as: control, capability and influence of prescriptions and institutional requirements. Additionally, it was observed that ITCs can contribute to teacher autonomy, but it may also cause dependence from them.Teachers using ITCs suggest that computers can be used in tasks carried out in classroom activities as well as in distance learning. Finally, the influence of the researcher‟s instructions was apparent in the discursive and linguistic activity of participants writing about their conceptions of teacher autonomy |
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Machado, Anna Rachelhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794565T3Melo, Glenda Cristina Valim de2016-04-28T18:22:10Z2010-11-102010-09-20Melo, Glenda Cristina Valim de. Um estudo sobre a autonomia docente e o trabalho do professor universitário. 2010. 197 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010.https://tede2.pucsp.br/handle/handle/13468Autonomy is a requirement in many areas of current work contexts. In education, learner autonomy is understood as an objective to be attained by students in acquiring a better education. In Applied Linguistics, specifically in teaching a foreign language, the term refers to learner and teacher autonomy. The present research focuses on teacher autonomy, investigating the representation of teacher autonomy in texts written by university professors who use Information Technology and Communication (ITC) in their work. Based on this general objective, specific objectives are, first of all, to establish the relationship between teachers‟ autonomy and the use of ITC in teachers‟ work; secondly, to identify linguistic and discourse mechanisms used to represent teacher autonomy. The third specific objective is to analyze what is accomplished in the classroom when ITC is used; the fourth, to identify linguistic and discourse mechanisms used to represent this kind of work. The theoretical background of the research is based on Socio-discursive Interaction work theories as developed in Clinical Activity and Ergonomics as well as theories dealing with teacher autonomy found in Applied Linguistics. Six English language professors participated in the research project. They have taught five or more years at public or private universities. Data were collected via internet, through e-mail or Moodle. Each participant provided two texts. The first text reflected on teacher autonomy and the second on their lived experiences and the use of ITC. The Trophes program was used to analyze the data based on theory proposed by Bronckart (1999, 2006, 2008), Bronckart & Machado (2004), Maingueneau (2008), Charaudeau (2008) e Machado & Bronckart (2009). Results indicate that representations of autonomy reflect characteristics such as: control, capability and influence of prescriptions and institutional requirements. Additionally, it was observed that ITCs can contribute to teacher autonomy, but it may also cause dependence from them.Teachers using ITCs suggest that computers can be used in tasks carried out in classroom activities as well as in distance learning. Finally, the influence of the researcher‟s instructions was apparent in the discursive and linguistic activity of participants writing about their conceptions of teacher autonomyA autonomia é um requisito exigido no mercado de trabalho atual dos profissionais de diversas áreas. Na Educação, a autonomia do aprendiz é vista como objetivo a ser alcançado para que o aluno possa aprender com qualidade e melhor. Na Linguística Aplicada, especificamente no ensino de Língua Estrangeira, o termo é utilizado para referir-se à autonomia do aprendiz e à autonomia docente. Nesta pesquisa enfocamos apenas a autonomia docente, investigando as representações de autonomia docente em textos produzidos por professores universitários que utilizam as Tecnologias de Informação e Comunicação no trabalho. Partindo desse objetivo amplo, os objetivos específicos são: primeiro, buscar estabelecer uma possível relação entre a autonomia docente e o uso das TICs no trabalho docente; segundo, identificar os mecanismos linguísticos e discursivos utilizados para representar a autonomia docente; terceiro, verificar o tipo de trabalho que os docentes consideram realizar com as TICs em sala de aula; e quarto, identificar os mecanismos linguísticos e discursivos utilizados para representar esse tipo de trabalho. O embasamento teórico-metodológico é oriundo do Interacionismo Sociodiscursivo, das teorias de trabalho propostas pela Ergonomia e Clínica da Atividade e das teorias de autonomia docente encontradas na Linguística Aplicada. Participaram dessa pesquisa seis docentes universitários de Língua Inglesa, que lecionam há mais de cinco anos em universidades públicas ou privadas. A coleta de dados foi realizada pela internet via e-mail ou pelo programa Moodle. Cada docente produziu dois textos, um sobre a autonomia docente e outro a respeito de sua vivência profissional e uso das TICs. A análise, feita com o programa Tropes, se baseou nas propostas de Bronckart (1999, 2006, 2008), Bronckart & Machado (2004), Maingueneau (2008), Charaudeau (2008) e Machado & Bronckart (2009). Os resultados mostraram que as representações sobre a concepção de autonomia docente são apresentadas em forma de características como: controle, capacidade e influência das prescrições e das instituições de ensino. Além disso, observamos que as TICs podem contribuir para o exercício da autonomia docente, mas também gerar dependência das mesmas. Quanto ao tipo de trabalho realizado com as TICs, as representações encontradas nos textos mostram que as ferramentas computacionais seriam utilizadas para atividades e tarefas no trabalho, em tarefas realizadas em contextos presenciais e a distância. Por último, os mecanismos linguísticos e discursivos empregados pelos participantes, tanto para representarem as concepções de autonomia docente como os tipos de trabalho, sofreram influências das instruções oferecidas pela pesquisadora e pelo contexto de produção, que eram semelhantes para todos os participantesapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/30152/Glenda%20Cristina%20Valim%20de%20Melo.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBRLingüísticaAutonomia docenteDocente universitário de língua inglesaTrabalho docenteTecnologias de informaçãoComunicaçãoTeachers autonomyEnglish language professorsTeachers workInformation technologyCommunicationCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAUm estudo sobre a autonomia docente e o trabalho do professor universitárioinfo: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_SPTEXTGlenda Cristina Valim de Melo.pdf.txtGlenda Cristina Valim de Melo.pdf.txtExtracted texttext/plain376067https://repositorio.pucsp.br/xmlui/bitstream/handle/13468/3/Glenda%20Cristina%20Valim%20de%20Melo.pdf.txt6ee4d4b01e205011dcc32f3709989316MD53ORIGINALGlenda Cristina Valim de Melo.pdfapplication/pdf3942829https://repositorio.pucsp.br/xmlui/bitstream/handle/13468/1/Glenda%20Cristina%20Valim%20de%20Melo.pdf3631916ae489e069e10a856ab6a5f81dMD51THUMBNAILGlenda Cristina Valim de Melo.pdf.jpgGlenda Cristina Valim de Melo.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/13468/2/Glenda%20Cristina%20Valim%20de%20Melo.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/134682022-04-28 10:40:24.509oai:repositorio.pucsp.br:handle/13468Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T13:40:24Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Um estudo sobre a autonomia docente e o trabalho do professor universitário |
title |
Um estudo sobre a autonomia docente e o trabalho do professor universitário |
spellingShingle |
Um estudo sobre a autonomia docente e o trabalho do professor universitário Melo, Glenda Cristina Valim de Autonomia docente Docente universitário de língua inglesa Trabalho docente Tecnologias de informação Comunicação Teachers autonomy English language professors Teachers work Information technology Communication CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Um estudo sobre a autonomia docente e o trabalho do professor universitário |
title_full |
Um estudo sobre a autonomia docente e o trabalho do professor universitário |
title_fullStr |
Um estudo sobre a autonomia docente e o trabalho do professor universitário |
title_full_unstemmed |
Um estudo sobre a autonomia docente e o trabalho do professor universitário |
title_sort |
Um estudo sobre a autonomia docente e o trabalho do professor universitário |
author |
Melo, Glenda Cristina Valim de |
author_facet |
Melo, Glenda Cristina Valim de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Machado, Anna Rachel |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794565T3 |
dc.contributor.author.fl_str_mv |
Melo, Glenda Cristina Valim de |
contributor_str_mv |
Machado, Anna Rachel |
dc.subject.por.fl_str_mv |
Autonomia docente Docente universitário de língua inglesa Trabalho docente Tecnologias de informação Comunicação |
topic |
Autonomia docente Docente universitário de língua inglesa Trabalho docente Tecnologias de informação Comunicação Teachers autonomy English language professors Teachers work Information technology Communication CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Teachers autonomy English language professors Teachers work Information technology Communication |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
Autonomy is a requirement in many areas of current work contexts. In education, learner autonomy is understood as an objective to be attained by students in acquiring a better education. In Applied Linguistics, specifically in teaching a foreign language, the term refers to learner and teacher autonomy. The present research focuses on teacher autonomy, investigating the representation of teacher autonomy in texts written by university professors who use Information Technology and Communication (ITC) in their work. Based on this general objective, specific objectives are, first of all, to establish the relationship between teachers‟ autonomy and the use of ITC in teachers‟ work; secondly, to identify linguistic and discourse mechanisms used to represent teacher autonomy. The third specific objective is to analyze what is accomplished in the classroom when ITC is used; the fourth, to identify linguistic and discourse mechanisms used to represent this kind of work. The theoretical background of the research is based on Socio-discursive Interaction work theories as developed in Clinical Activity and Ergonomics as well as theories dealing with teacher autonomy found in Applied Linguistics. Six English language professors participated in the research project. They have taught five or more years at public or private universities. Data were collected via internet, through e-mail or Moodle. Each participant provided two texts. The first text reflected on teacher autonomy and the second on their lived experiences and the use of ITC. The Trophes program was used to analyze the data based on theory proposed by Bronckart (1999, 2006, 2008), Bronckart & Machado (2004), Maingueneau (2008), Charaudeau (2008) e Machado & Bronckart (2009). Results indicate that representations of autonomy reflect characteristics such as: control, capability and influence of prescriptions and institutional requirements. Additionally, it was observed that ITCs can contribute to teacher autonomy, but it may also cause dependence from them.Teachers using ITCs suggest that computers can be used in tasks carried out in classroom activities as well as in distance learning. Finally, the influence of the researcher‟s instructions was apparent in the discursive and linguistic activity of participants writing about their conceptions of teacher autonomy |
publishDate |
2010 |
dc.date.available.fl_str_mv |
2010-11-10 |
dc.date.issued.fl_str_mv |
2010-09-20 |
dc.date.accessioned.fl_str_mv |
2016-04-28T18:22:10Z |
dc.type.status.fl_str_mv |
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 |
Melo, Glenda Cristina Valim de. Um estudo sobre a autonomia docente e o trabalho do professor universitário. 2010. 197 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/13468 |
identifier_str_mv |
Melo, Glenda Cristina Valim de. Um estudo sobre a autonomia docente e o trabalho do professor universitário. 2010. 197 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
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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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Lingüística |
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Pontifícia Universidade Católica de São Paulo |
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