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

• 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
• topic: Teoria da atividade sócio-histórico-cultural; Afeto; Colaboração; Cultural historical activity theory; Affect; Collaboration; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

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