Tecendo teias complexas em curso online para futuros professores de inglês
Autor(a) principal: | |
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Data de Publicação: | 2012 |
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/13572 |
Resumo: | This study aims at describing and interpreting two phenomena of human experience: developing-operating an online course based on the Complexity Theory and reflection on the teaching and learning of the English Language. These phenomena were investigated, from a course entitled Virtual Classroom: English teachers are (in)-formed on the teaching profession, broadcast by the platform TelEduc, from August to December 2009 and involving 18 students of Arts/English, from a public state university, located in Midwestern Brazil. Considering this study was based on the Complex Thinking (MORIN, 2000, 2007, 2008), which assumes that the knowledge, events and phenomena are woven together, I had the concern to build a coherent work based on this new epistemological dimension with a new methodological approach which was also complex. Moreover, I had the task of producing activities, using the cognitive operators of Complexity, since they helped me to put the complex knowledge into practice. So, I resorted to a qualitative methodological orientation, whose object of study is the human experience. This methodological alternative is called Hermeneutic-Phenomenological Approach (FREIRE, 1998, 2007, 2008) and aims at searching for the essence of one or several human experiences through the identification of hermeneutic-phenomenological themes. This methodological orientation uses texts as a comprehension procedure, because they capture lived experiences. Thus, to interpret the two phenomena, in order to come to their themes, the designer, teacher-educator and researcher s journal, as well as textual activities produced by the students, using some tools from the TelEduc environment, served as textual records. The contributions of this research to the area of teacher education are enormous, especially because it takes innovative and contemporary methodological and epistemological constructs, which break with the models of teacher training based on the Newtonian-Cartesian paradigm and privilege the homogeneities, the centralities and the lack of difference (GIMENEZ, 2011, p. 52), as well as the bias, the objectivities, predictabilities, the neutralities, the linearities and certainties. On the other hand, from such a perspective, the investigated phenomena were understood from a systemic, dynamic, nonlinear, unpredictable, recursive, hologramatic and dialogical point of view |
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Freire, Maximina Mariahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4744027U6Batista, Luís Otávio2016-04-28T18:22:31Z2012-07-192012-05-23Batista, Luís Otávio. Tecendo teias complexas em curso online para futuros professores de inglês. 2012. 269 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012.https://tede2.pucsp.br/handle/handle/13572This study aims at describing and interpreting two phenomena of human experience: developing-operating an online course based on the Complexity Theory and reflection on the teaching and learning of the English Language. These phenomena were investigated, from a course entitled Virtual Classroom: English teachers are (in)-formed on the teaching profession, broadcast by the platform TelEduc, from August to December 2009 and involving 18 students of Arts/English, from a public state university, located in Midwestern Brazil. Considering this study was based on the Complex Thinking (MORIN, 2000, 2007, 2008), which assumes that the knowledge, events and phenomena are woven together, I had the concern to build a coherent work based on this new epistemological dimension with a new methodological approach which was also complex. Moreover, I had the task of producing activities, using the cognitive operators of Complexity, since they helped me to put the complex knowledge into practice. So, I resorted to a qualitative methodological orientation, whose object of study is the human experience. This methodological alternative is called Hermeneutic-Phenomenological Approach (FREIRE, 1998, 2007, 2008) and aims at searching for the essence of one or several human experiences through the identification of hermeneutic-phenomenological themes. This methodological orientation uses texts as a comprehension procedure, because they capture lived experiences. Thus, to interpret the two phenomena, in order to come to their themes, the designer, teacher-educator and researcher s journal, as well as textual activities produced by the students, using some tools from the TelEduc environment, served as textual records. The contributions of this research to the area of teacher education are enormous, especially because it takes innovative and contemporary methodological and epistemological constructs, which break with the models of teacher training based on the Newtonian-Cartesian paradigm and privilege the homogeneities, the centralities and the lack of difference (GIMENEZ, 2011, p. 52), as well as the bias, the objectivities, predictabilities, the neutralities, the linearities and certainties. On the other hand, from such a perspective, the investigated phenomena were understood from a systemic, dynamic, nonlinear, unpredictable, recursive, hologramatic and dialogical point of viewO objetivo deste trabalho foi descrever e interpretar dois fenômenos da experiência humana: a elaboração-operacionalização de um curso online com base na Teoria da Complexidade e a reflexão sobre o ensino e aprendizagem de Língua Inglesa. Esses fenômenos foram investigados a partir de um curso intitulado Sala de aula virtual: professores de inglês se (in)-formam sobre a profissão docente, veiculado pela plataforma TelEduc, de agosto a dezembro de 2009, e destinado a 18 alunos do curso de Letras/Inglês de uma universidade pública estadual, situada na região Centro-Oeste do Brasil. Considerando que esse estudo foi fundamentado no Pensamento Complexo (MORIN, 2000; 2007; 2008), o qual pressupõe que os saberes, os eventos e os fenômenos são tecidos juntos, detinha a preocupação de construir um trabalho coerente baseado nessa nova dimensão epistemológica com uma nova perspectiva metodológica que também fosse complexa. Além disso, tinha a incumbência de produzir atividades, usando os operadores cognitivos da complexidade, uma vez que me ajudavam a colocar em prática o conhecimento complexo. Por isso, recorri a uma orientação metodológica de natureza qualitativa, cujo objeto de estudo é estudar experiências humanas. Essa alternativa metodológica se chama Abordagem Hermenêutico- Fenomenológica (FREIRE, 1998, 2007, 2008) e busca a essência de uma ou de várias experiências humanas, por meio da identificação de temas hermenêutico-fenomenológicos. Essa orientação metodológica usa textos como procedimento de interpretação, pois captam as experiências vividas. Assim, serviram como registros textuais, para interpretar os dois fenômenos, com vistas a se chegar aos seus temas, o diário do designer, professorformador e pesquisador, bem como as atividades textuais produzidas pelos alunos do curso por meio de algumas ferramentas do ambiente TelEduc. As contribuições dessa pesquisa para a área de formação de professores são enormes, principalmente, porque adota construtos epistemológicos e metodológicos inovadores e contemporâneos, que rompem com os modelos de formação de professores baseados no paradigma newtonianocartesiano, que privilegiam as homogeneidades, as centralidades e a falta de diferença (GIMENEZ, 2011, p. 52), bem como as parcialidades, as objetividades, as previsibilidades, as neutralidades, as linearidades e as certezas. Por outro lado, sob esse novo viés, os fenômenos investigados foram compreendidos, a partir de uma visão sistêmica, dinâmica, não linear, imprevisível, recursiva, hologramática e dialógicaapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/30305/Luis%20Otavio%20Batista.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBRLingüísticaExperiência humanaAbordagem hermenêutico-fenomenógicaPensamento complexoOperadores cognitivosHuman experienceHermeneutic-phenomenological approachComplex thinkingCognitive operatorsCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADATecendo teias complexas em curso online para futuros professores de inglêsinfo: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_SPTEXTLuis Otavio Batista.pdf.txtLuis Otavio Batista.pdf.txtExtracted texttext/plain761007https://repositorio.pucsp.br/xmlui/bitstream/handle/13572/3/Luis%20Otavio%20Batista.pdf.txted327d0d423b03745af83af15b02b41cMD53ORIGINALLuis Otavio Batista.pdfapplication/pdf3084032https://repositorio.pucsp.br/xmlui/bitstream/handle/13572/1/Luis%20Otavio%20Batista.pdff8686ad7def8ac760f86885bebcf938cMD51THUMBNAILLuis Otavio Batista.pdf.jpgLuis Otavio Batista.pdf.jpgGenerated Thumbnailimage/jpeg2111https://repositorio.pucsp.br/xmlui/bitstream/handle/13572/2/Luis%20Otavio%20Batista.pdf.jpg8f2e0a242fa59d827be64b991b8d01d9MD52handle/135722022-04-27 22:14:47.76oai:repositorio.pucsp.br:handle/13572Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T01:14:47Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Tecendo teias complexas em curso online para futuros professores de inglês |
title |
Tecendo teias complexas em curso online para futuros professores de inglês |
spellingShingle |
Tecendo teias complexas em curso online para futuros professores de inglês Batista, Luís Otávio Experiência humana Abordagem hermenêutico-fenomenógica Pensamento complexo Operadores cognitivos Human experience Hermeneutic-phenomenological approach Complex thinking Cognitive operators CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Tecendo teias complexas em curso online para futuros professores de inglês |
title_full |
Tecendo teias complexas em curso online para futuros professores de inglês |
title_fullStr |
Tecendo teias complexas em curso online para futuros professores de inglês |
title_full_unstemmed |
Tecendo teias complexas em curso online para futuros professores de inglês |
title_sort |
Tecendo teias complexas em curso online para futuros professores de inglês |
author |
Batista, Luís Otávio |
author_facet |
Batista, Luís Otávio |
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=K4744027U6 |
dc.contributor.author.fl_str_mv |
Batista, Luís Otávio |
contributor_str_mv |
Freire, Maximina Maria |
dc.subject.por.fl_str_mv |
Experiência humana Abordagem hermenêutico-fenomenógica Pensamento complexo Operadores cognitivos |
topic |
Experiência humana Abordagem hermenêutico-fenomenógica Pensamento complexo Operadores cognitivos Human experience Hermeneutic-phenomenological approach Complex thinking Cognitive operators CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Human experience Hermeneutic-phenomenological approach Complex thinking Cognitive operators |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
This study aims at describing and interpreting two phenomena of human experience: developing-operating an online course based on the Complexity Theory and reflection on the teaching and learning of the English Language. These phenomena were investigated, from a course entitled Virtual Classroom: English teachers are (in)-formed on the teaching profession, broadcast by the platform TelEduc, from August to December 2009 and involving 18 students of Arts/English, from a public state university, located in Midwestern Brazil. Considering this study was based on the Complex Thinking (MORIN, 2000, 2007, 2008), which assumes that the knowledge, events and phenomena are woven together, I had the concern to build a coherent work based on this new epistemological dimension with a new methodological approach which was also complex. Moreover, I had the task of producing activities, using the cognitive operators of Complexity, since they helped me to put the complex knowledge into practice. So, I resorted to a qualitative methodological orientation, whose object of study is the human experience. This methodological alternative is called Hermeneutic-Phenomenological Approach (FREIRE, 1998, 2007, 2008) and aims at searching for the essence of one or several human experiences through the identification of hermeneutic-phenomenological themes. This methodological orientation uses texts as a comprehension procedure, because they capture lived experiences. Thus, to interpret the two phenomena, in order to come to their themes, the designer, teacher-educator and researcher s journal, as well as textual activities produced by the students, using some tools from the TelEduc environment, served as textual records. The contributions of this research to the area of teacher education are enormous, especially because it takes innovative and contemporary methodological and epistemological constructs, which break with the models of teacher training based on the Newtonian-Cartesian paradigm and privilege the homogeneities, the centralities and the lack of difference (GIMENEZ, 2011, p. 52), as well as the bias, the objectivities, predictabilities, the neutralities, the linearities and certainties. On the other hand, from such a perspective, the investigated phenomena were understood from a systemic, dynamic, nonlinear, unpredictable, recursive, hologramatic and dialogical point of view |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-07-19 |
dc.date.issued.fl_str_mv |
2012-05-23 |
dc.date.accessioned.fl_str_mv |
2016-04-28T18:22:31Z |
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 |
Batista, Luís Otávio. Tecendo teias complexas em curso online para futuros professores de inglês. 2012. 269 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/13572 |
identifier_str_mv |
Batista, Luís Otávio. Tecendo teias complexas em curso online para futuros professores de inglês. 2012. 269 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2012. |
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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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