Sentidos-e-significados no sistema de atividade monitoria
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/13475 |
Resumo: | The research aims at investigating how senses-and-meanings are built in the interactions between teacher-researcher and student-monitor about what it is to be a teacher and also about teaching-learning a foreign language, during the planning and development of a monitorship project. The theoretical, philosophical and methodological background that supports this research is the Activity Theory (LEONTIEV, 1978; ENGESTRÖM, 1999; VYGOTSKY, 1930/1998 e 1934/1999) and also the dialogical perspective of language (BAKHTIN, 1929/1999) in order to understand how subjects build and produce knowledge through their actions, in activity systems. Activity theory made it to possible to understand the subject-object relation, mediated mainly through language. The analysis on developmental and interactional engagement between teacher-researcher and student-monitor was based on the expansive learning cycle conception (ENGESTRÖM, 1999) that states that developing means solving or transforming the existing contradictions/problems, and consequently it results in changes in the activity system: the building of a new object and new motive(s), therefore creating new senses-and-meaning to the subject of the activity. This research was carried out in a private teaching institution, situated in the outskirts of Sao Paulo, in a city called Taboão da Serra, the main subjects are the teacher-researcher and the student-monitor. Data were collected during the second semester of 2007, from August to December. The methodological frame is Critical Research of Collaboration (MAGALHÃES, 2006) whose purpose is to analyze the accomplished practices in order to transform actions with a critical and collaborative dimension.The contributions this research could bring are varied, especially related to teacher education in pre-service teaching contexts. These contributions include rethinking about the teacher we want and/or need to form, taking into account that it involves linguistic and didactical competences and the development of reflexive and critical awareness, in a continuous dialogical interaction between theory and practice |
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Cavenaghi-Lessa, Angelahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771639E4Aarão, Sirlene Aparecida2016-04-28T18:22:12Z2010-12-012010-11-19Aarão, Sirlene Aparecida. Sentidos-e-significados no sistema de atividade monitoria. 2010. 213 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010.https://tede2.pucsp.br/handle/handle/13475The research aims at investigating how senses-and-meanings are built in the interactions between teacher-researcher and student-monitor about what it is to be a teacher and also about teaching-learning a foreign language, during the planning and development of a monitorship project. The theoretical, philosophical and methodological background that supports this research is the Activity Theory (LEONTIEV, 1978; ENGESTRÖM, 1999; VYGOTSKY, 1930/1998 e 1934/1999) and also the dialogical perspective of language (BAKHTIN, 1929/1999) in order to understand how subjects build and produce knowledge through their actions, in activity systems. Activity theory made it to possible to understand the subject-object relation, mediated mainly through language. The analysis on developmental and interactional engagement between teacher-researcher and student-monitor was based on the expansive learning cycle conception (ENGESTRÖM, 1999) that states that developing means solving or transforming the existing contradictions/problems, and consequently it results in changes in the activity system: the building of a new object and new motive(s), therefore creating new senses-and-meaning to the subject of the activity. This research was carried out in a private teaching institution, situated in the outskirts of Sao Paulo, in a city called Taboão da Serra, the main subjects are the teacher-researcher and the student-monitor. Data were collected during the second semester of 2007, from August to December. The methodological frame is Critical Research of Collaboration (MAGALHÃES, 2006) whose purpose is to analyze the accomplished practices in order to transform actions with a critical and collaborative dimension.The contributions this research could bring are varied, especially related to teacher education in pre-service teaching contexts. These contributions include rethinking about the teacher we want and/or need to form, taking into account that it involves linguistic and didactical competences and the development of reflexive and critical awareness, in a continuous dialogical interaction between theory and practiceA presente pesquisa teve como objetivo investigar como se dá a construção de sentidos-e-significados sobre o ser professor e sobre o ensino-aprendizagem de língua inglesa, na interação professora-pesquisadora e aluno-monitor, durante o planejamento e o desenvolvimento de um projeto de monitoria. Para fundamentar teórico-filosófica e metodologicamente este estudo, usei a Teoria da Atividade Sócio-Histórico-Cultural (LEONTIEV, 1978; ENGESTRÖM, 1999; VYGOTSKY, 1930/1998 e 1934/1999), na perspectiva dialógica da linguagem (BAKHTIN, 1929/1999), para entender como os sujeitos constroem conhecimentos por meio de suas ações, nos sistemas de atividades. A teoria da atividade possibilitou entender, a partir da mediação pela linguagem, a relação entre o sujeito da atividade e seu objeto / objetivo. A análise do desenvolvimento e engajamento interacional da professora-pesquisadora e do aluno-monitor foi realizada com base na concepção de ciclo expansivo de aprendizagem (ENGESTRÖM, 1999), segundo o qual desenvolver significa resolver ou transformar as contradições / problemas existentes, para obter como resultado uma mudança no sistema de atividade com foco na construção de novo objeto e de novo(s) motivo(s) e, por conseguinte, a ressignificação dos sujeitos da atividade. Esta pesquisa foi realizada em uma Instituição de Ensino Superior, na região da Grande São Paulo (Taboão da Serra), envolvendo professora-pesquisadora e aluno-monitor. Os dados foram coletados durante o segundo semestre de 2007, de agosto a dezembro. A metodologia adotada é a pesquisa crítica de colaboração (MAGALHÃES, 2006), que tem como propósito a análise das práticas realizadas para transformar as ações de maneira crítica e colaborativa. As contribuições desta pesquisa podem ser diversas, especialmente no contexto de formação de professores de língua estrangeira pré-serviço. Tais contribuições incluem repensar quem é o professor que queremos / precisamos formar, tomando como base o fato de que a formação envolve competências linguísticas, didáticas e o desenvolvimento de uma consciência crítica e reflexiva, na conjunção entre teoria e práticaapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/30191/Sirlene%20Aparecida%20Aarao.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBRLingüísticaSentidos-e-significadosColaboraçãoEnsino-aprendizagemSenses-and-meaningsCollaborationTeaching-learningCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADASentidos-e-significados no sistema de atividade monitoriainfo: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_SPTEXTSirlene Aparecida Aarao.pdf.txtSirlene Aparecida Aarao.pdf.txtExtracted texttext/plain611861https://repositorio.pucsp.br/xmlui/bitstream/handle/13475/3/Sirlene%20Aparecida%20Aarao.pdf.txtf60c4c1425cc65e0e460e06606e8243dMD53ORIGINALSirlene Aparecida Aarao.pdfapplication/pdf1584215https://repositorio.pucsp.br/xmlui/bitstream/handle/13475/1/Sirlene%20Aparecida%20Aarao.pdfccd85de04972a6bbeefa062bc81d559cMD51THUMBNAILSirlene Aparecida Aarao.pdf.jpgSirlene Aparecida Aarao.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/13475/2/Sirlene%20Aparecida%20Aarao.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/134752024-08-30 20:14:09.492oai:repositorio.pucsp.br:handle/13475Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2024-08-30T23:14:09Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Sentidos-e-significados no sistema de atividade monitoria |
title |
Sentidos-e-significados no sistema de atividade monitoria |
spellingShingle |
Sentidos-e-significados no sistema de atividade monitoria Aarão, Sirlene Aparecida Sentidos-e-significados Colaboração Ensino-aprendizagem Senses-and-meanings Collaboration Teaching-learning CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Sentidos-e-significados no sistema de atividade monitoria |
title_full |
Sentidos-e-significados no sistema de atividade monitoria |
title_fullStr |
Sentidos-e-significados no sistema de atividade monitoria |
title_full_unstemmed |
Sentidos-e-significados no sistema de atividade monitoria |
title_sort |
Sentidos-e-significados no sistema de atividade monitoria |
author |
Aarão, Sirlene Aparecida |
author_facet |
Aarão, Sirlene Aparecida |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cavenaghi-Lessa, Angela |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4771639E4 |
dc.contributor.author.fl_str_mv |
Aarão, Sirlene Aparecida |
contributor_str_mv |
Cavenaghi-Lessa, Angela |
dc.subject.por.fl_str_mv |
Sentidos-e-significados Colaboração Ensino-aprendizagem |
topic |
Sentidos-e-significados Colaboração Ensino-aprendizagem Senses-and-meanings Collaboration Teaching-learning CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Senses-and-meanings Collaboration Teaching-learning |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
The research aims at investigating how senses-and-meanings are built in the interactions between teacher-researcher and student-monitor about what it is to be a teacher and also about teaching-learning a foreign language, during the planning and development of a monitorship project. The theoretical, philosophical and methodological background that supports this research is the Activity Theory (LEONTIEV, 1978; ENGESTRÖM, 1999; VYGOTSKY, 1930/1998 e 1934/1999) and also the dialogical perspective of language (BAKHTIN, 1929/1999) in order to understand how subjects build and produce knowledge through their actions, in activity systems. Activity theory made it to possible to understand the subject-object relation, mediated mainly through language. The analysis on developmental and interactional engagement between teacher-researcher and student-monitor was based on the expansive learning cycle conception (ENGESTRÖM, 1999) that states that developing means solving or transforming the existing contradictions/problems, and consequently it results in changes in the activity system: the building of a new object and new motive(s), therefore creating new senses-and-meaning to the subject of the activity. This research was carried out in a private teaching institution, situated in the outskirts of Sao Paulo, in a city called Taboão da Serra, the main subjects are the teacher-researcher and the student-monitor. Data were collected during the second semester of 2007, from August to December. The methodological frame is Critical Research of Collaboration (MAGALHÃES, 2006) whose purpose is to analyze the accomplished practices in order to transform actions with a critical and collaborative dimension.The contributions this research could bring are varied, especially related to teacher education in pre-service teaching contexts. These contributions include rethinking about the teacher we want and/or need to form, taking into account that it involves linguistic and didactical competences and the development of reflexive and critical awareness, in a continuous dialogical interaction between theory and practice |
publishDate |
2010 |
dc.date.available.fl_str_mv |
2010-12-01 |
dc.date.issued.fl_str_mv |
2010-11-19 |
dc.date.accessioned.fl_str_mv |
2016-04-28T18:22:12Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Aarão, Sirlene Aparecida. Sentidos-e-significados no sistema de atividade monitoria. 2010. 213 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/13475 |
identifier_str_mv |
Aarão, Sirlene Aparecida. Sentidos-e-significados no sistema de atividade monitoria. 2010. 213 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2010. |
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https://tede2.pucsp.br/handle/handle/13475 |
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info:eu-repo/semantics/openAccess |
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application/pdf |
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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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PUC-SP |
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BR |
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Lingüística |
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Pontifícia Universidade Católica de São Paulo |
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