Por que escolho agir assim? : afeto e colaboração em sala de aula

Detalhes bibliográficos
Autor(a) principal: Magalhães, Simone Alves
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/13620
Resumo: The main objective of this work is to understand critically the relations established between a teacher and 13 elementary students in the English Class at a private school in São Paulo city and the process of production of new ways of thinking and acting of these participants when collaborative contexts organized for critical reflection take place in the classroom. More specifically, it aims at investigating how these relations are organized and which roles teacher and students play in the group, as well as verifying which ways of acting are built collectively in the classroom and their relation with intentionality. The theoretical framework is based on Spinoza (1677/2011) and the concept of affect, the Social Cultural Historical Activity Theory (TASHC) as discussed in Vygotsky (1930/2008; 1934/2008; 1987), Leontiev(1977) e Engeström (1987; 1999; 2001); the concepts of dialogism and otherness according to Bakthin (1929/2002; 1979/2003) and Magalhães e Oliveira (2011); and the concepts of collaboration and critical reflection as proposed by Magalhães (2010;2009;2007).In thiscontext, theEnglishclassisunderstood as a social cultural historical activity, in which students and teacher are active and effective participants in the construction of a collective object. It is organized according to the methodological principles of the Critical Collaborative Research (PCCOL) as proposed by Magalhães (2009). The relations among participants can be characterized as collaborative once moments are created in which collaboration is essential for the sharing of new meanings and the production of new ways of being and acting in the world. Data was analyzed following categories developed by Bronckart (1997), Smyth (1992), Liberali (2004), Magalhães (2004), Orsolini (2005), Pontecorvo (2005), Brookfield&Preskill (2005);Magalhães and Fidalgo (2007). The data analysis points at the creation of the collaborative contexts in the classroom which promoted transformation in the ways of acting of the subjects of the Activity, making way for the development of new roles of student and teacher, thus broadening the possibilities of development and performance in the context given
id PUC_SP-1_cad640a5e82c8074f3e2046164f87698
oai_identifier_str oai:repositorio.pucsp.br:handle/13620
network_acronym_str PUC_SP-1
network_name_str Biblioteca Digital de Teses e Dissertações da PUC_SP
repository_id_str
spelling Magalhães, Maria Cecilia Camargohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4323836T2Magalhães, Simone Alves2016-04-28T18:22:39Z2013-05-282013-05-10Magalhães, Simone Alves. Por que escolho agir assim? : afeto e colaboração em sala de aula. 2013. 153 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.https://tede2.pucsp.br/handle/handle/13620The main objective of this work is to understand critically the relations established between a teacher and 13 elementary students in the English Class at a private school in São Paulo city and the process of production of new ways of thinking and acting of these participants when collaborative contexts organized for critical reflection take place in the classroom. More specifically, it aims at investigating how these relations are organized and which roles teacher and students play in the group, as well as verifying which ways of acting are built collectively in the classroom and their relation with intentionality. The theoretical framework is based on Spinoza (1677/2011) and the concept of affect, the Social Cultural Historical Activity Theory (TASHC) as discussed in Vygotsky (1930/2008; 1934/2008; 1987), Leontiev(1977) e Engeström (1987; 1999; 2001); the concepts of dialogism and otherness according to Bakthin (1929/2002; 1979/2003) and Magalhães e Oliveira (2011); and the concepts of collaboration and critical reflection as proposed by Magalhães (2010;2009;2007).In thiscontext, theEnglishclassisunderstood as a social cultural historical activity, in which students and teacher are active and effective participants in the construction of a collective object. It is organized according to the methodological principles of the Critical Collaborative Research (PCCOL) as proposed by Magalhães (2009). The relations among participants can be characterized as collaborative once moments are created in which collaboration is essential for the sharing of new meanings and the production of new ways of being and acting in the world. Data was analyzed following categories developed by Bronckart (1997), Smyth (1992), Liberali (2004), Magalhães (2004), Orsolini (2005), Pontecorvo (2005), Brookfield&Preskill (2005);Magalhães and Fidalgo (2007). The data analysis points at the creation of the collaborative contexts in the classroom which promoted transformation in the ways of acting of the subjects of the Activity, making way for the development of new roles of student and teacher, thus broadening the possibilities of development and performance in the context givenEsta pesquisa tem como objetivo geral compreender criticamente as relações entre professora e alunos de oitavo e nono anos em aula de língua inglesa em uma escola da rede privada da cidade de São Paulo e o processo de produção de novos modos de pensar e agir desses participantes a partir da criação de contextos colaborativos organizados para reflexão crítica sobre si mesmos nas relações com colegas e professora. Especificamente, busca investigar como as relações são organizadas e quais os diferentes papeis de aluno e professora nesta turma, além de verificar quais modos de agir são construídos coletivamente em sala de aula e qual a relação com a intencionalidade em agir. A fundamentação teórica está embasada no monismo spinozano (1677/2011) e sua discussão sobre afeto, além da Teoria da Atividade Sócio- Histórico-Cultural (TASCH) como discutida nos trabalhos de Vygotsky (1930/2008; 1934/2008; 1987), Leontiev(1977) e Engeström (1987; 1999; 2001); nos conceitos de dialogia e alteridade segundo Bakthin (1929/2002; 1979/2003) e Magalhães e Oliveira (2011) e nos conceitos de colaboração e reflexão crítica discutidos por Magalhães (2010; 2009; 2007). Neste contexto, a aula de inglês é compreendida como uma atividade sóciohistórico- cultural, em que alunos e professora são participantes ativos e efetivos na construção do objeto coletivo. Em termos metodológicos, está apoiada nos pressupostos da Pesquisa Crítica de Colaboração - PCCol, segundo Magalhães (2009). As relações entre os participantes caracterizam-se como colaborativas, uma vez que a colaboração é central para o compartilhamento de novos significados e produção de novos modos de ser e agir no mundo. Os dados foram analisados a partir das categorias desenvolvidas por Bronckart (1997), Smyth (1992), Liberali (2004), Magalhães (2004), Orsolini (2005), Pontecorvo (2005), Brookfield&Preskill (2005); Magalhães e Fidalgo (2007). A discussão dos dados aponta para a criação de novos contextos colaborativos em sala de aula que promoveram transformações nos modos de agir dos sujeitos da atividade, possibilitando o desenvolvimentos de novos papeis de aluno e professor e ampliando as possibilidades de desenvolvimento e atuação no próprio contextoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/30366/Simone%20Alves%20Magalhaes.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBRLingüísticaTeoria da atividade sócio-histórico-culturalAfetoColaboraçãoCultural historical activity theoryAffectCollaborationCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA Por que escolho agir assim? : afeto e colaboração em sala de aulainfo: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_SPTEXTSimone Alves Magalhaes.pdf.txtSimone Alves Magalhaes.pdf.txtExtracted texttext/plain280400https://repositorio.pucsp.br/xmlui/bitstream/handle/13620/3/Simone%20Alves%20Magalhaes.pdf.txtd5d221e57000e2ed87d1f3cb010ceb60MD53ORIGINALSimone Alves Magalhaes.pdfapplication/pdf1425979https://repositorio.pucsp.br/xmlui/bitstream/handle/13620/1/Simone%20Alves%20Magalhaes.pdfa8fc13cdda3efb34f4c98048c93fd01bMD51THUMBNAILSimone Alves Magalhaes.pdf.jpgSimone Alves Magalhaes.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/13620/2/Simone%20Alves%20Magalhaes.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/136202022-04-27 22:19:59.446oai:repositorio.pucsp.br:handle/13620Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T01:19:59Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Por que escolho agir assim? : afeto e colaboração em sala de aula
title Por que escolho agir assim? : afeto e colaboração em sala de aula
spellingShingle Por que escolho agir assim? : afeto e colaboração em sala de aula
Magalhães, Simone Alves
Teoria da atividade sócio-histórico-cultural
Afeto
Colaboração
Cultural historical activity theory
Affect
Collaboration
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
title_short Por que escolho agir assim? : afeto e colaboração em sala de aula
title_full Por que escolho agir assim? : afeto e colaboração em sala de aula
title_fullStr Por que escolho agir assim? : afeto e colaboração em sala de aula
title_full_unstemmed Por que escolho agir assim? : afeto e colaboração em sala de aula
title_sort Por que escolho agir assim? : afeto e colaboração em sala de aula
author Magalhães, Simone Alves
author_facet Magalhães, Simone Alves
author_role author
dc.contributor.advisor1.fl_str_mv Magalhães, Maria Cecilia Camargo
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4323836T2
dc.contributor.author.fl_str_mv Magalhães, Simone Alves
contributor_str_mv Magalhães, Maria Cecilia Camargo
dc.subject.por.fl_str_mv Teoria da atividade sócio-histórico-cultural
Afeto
Colaboração
topic Teoria da atividade sócio-histórico-cultural
Afeto
Colaboração
Cultural historical activity theory
Affect
Collaboration
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
dc.subject.eng.fl_str_mv Cultural historical activity theory
Affect
Collaboration
dc.subject.cnpq.fl_str_mv CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
description The main objective of this work is to understand critically the relations established between a teacher and 13 elementary students in the English Class at a private school in São Paulo city and the process of production of new ways of thinking and acting of these participants when collaborative contexts organized for critical reflection take place in the classroom. More specifically, it aims at investigating how these relations are organized and which roles teacher and students play in the group, as well as verifying which ways of acting are built collectively in the classroom and their relation with intentionality. The theoretical framework is based on Spinoza (1677/2011) and the concept of affect, the Social Cultural Historical Activity Theory (TASHC) as discussed in Vygotsky (1930/2008; 1934/2008; 1987), Leontiev(1977) e Engeström (1987; 1999; 2001); the concepts of dialogism and otherness according to Bakthin (1929/2002; 1979/2003) and Magalhães e Oliveira (2011); and the concepts of collaboration and critical reflection as proposed by Magalhães (2010;2009;2007).In thiscontext, theEnglishclassisunderstood as a social cultural historical activity, in which students and teacher are active and effective participants in the construction of a collective object. It is organized according to the methodological principles of the Critical Collaborative Research (PCCOL) as proposed by Magalhães (2009). The relations among participants can be characterized as collaborative once moments are created in which collaboration is essential for the sharing of new meanings and the production of new ways of being and acting in the world. Data was analyzed following categories developed by Bronckart (1997), Smyth (1992), Liberali (2004), Magalhães (2004), Orsolini (2005), Pontecorvo (2005), Brookfield&Preskill (2005);Magalhães and Fidalgo (2007). The data analysis points at the creation of the collaborative contexts in the classroom which promoted transformation in the ways of acting of the subjects of the Activity, making way for the development of new roles of student and teacher, thus broadening the possibilities of development and performance in the context given
publishDate 2013
dc.date.available.fl_str_mv 2013-05-28
dc.date.issued.fl_str_mv 2013-05-10
dc.date.accessioned.fl_str_mv 2016-04-28T18:22:39Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv Magalhães, Simone Alves. Por que escolho agir assim? : afeto e colaboração em sala de aula. 2013. 153 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/13620
identifier_str_mv Magalhães, Simone Alves. Por que escolho agir assim? : afeto e colaboração em sala de aula. 2013. 153 f. Dissertação (Mestrado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2013.
url https://tede2.pucsp.br/handle/handle/13620
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
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
dc.publisher.country.fl_str_mv BR
dc.publisher.department.fl_str_mv Lingüística
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP
instname:Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron:PUC_SP
instname_str Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron_str PUC_SP
institution PUC_SP
reponame_str Biblioteca Digital de Teses e Dissertações da PUC_SP
collection Biblioteca Digital de Teses e Dissertações da PUC_SP
bitstream.url.fl_str_mv https://repositorio.pucsp.br/xmlui/bitstream/handle/13620/3/Simone%20Alves%20Magalhaes.pdf.txt
https://repositorio.pucsp.br/xmlui/bitstream/handle/13620/1/Simone%20Alves%20Magalhaes.pdf
https://repositorio.pucsp.br/xmlui/bitstream/handle/13620/2/Simone%20Alves%20Magalhaes.pdf.jpg
bitstream.checksum.fl_str_mv d5d221e57000e2ed87d1f3cb010ceb60
a8fc13cdda3efb34f4c98048c93fd01b
cc73c4c239a4c332d642ba1e7c7a9fb2
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)
repository.mail.fl_str_mv bngkatende@pucsp.br||rapassi@pucsp.br
_version_ 1809278030925791232