Atividade de aprendizagem colaborativa e inovadora de professores: ressignificando as fronteiras dos mundos universidade-escola

• Autor(a) principal: Mateus, Elaine Fernandes
• Data de Publicação: 2005
• 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/13711
• topic: Ensino-aprendizagem colaborativa; Práticas discursivas; Professores -- Formação profissional; Prática de ensino; Teacher education; Collaborative teaching-learning; Teaching practice; Discursive practices; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

This research aims at investigating a collaborative learning activity system in its network of relations to other activity systems in order to (a) study its possibilities of reconceptualizing the boundaries between university-school worlds and (b) understand the relationship between discursive practices and the transformation of its constitutive elements. The study is rooted in the cultural-historical activity theory (Vigotski, 1930/1978, 1934/1962, 1978/1998, 1997; Leontiev, 1959, 1978, 1998; Engeström, 1987, 1996/2005, 1999-a, 2001/2005), with an emphasis on the dialogical-ideological perspective of language use (Volochinov, 1929/2002; Bakhtin, 1981; Nystrand et. al., 1997; Daniel et. al., 2004; Cheyne e Tarulli, 2004). Based on an expansive-collaborative method (Bredo e Feinberg, 1982; Cameron et. al., 1992; Magalhães, 1992, 1994-a; 2002; Cole e Knowles, 1993; Pennycook, 1994; McLaren e Giroux, 2000; Engeström, 1987, 1999-a, 2000/2005, 2001/2005), 14 out of 52 study groups integrated by three school teachers, one teacher educator-researcher and four new teachers were analyzed. The results show that within dialectical expansive non-expansive cycles the learning activity system was transformed, including changes in the ways subjects positioned themselves, conceived of knowledge and in their interpersonal relationships. The collaborative learning activity made possible the reconceptualization of (a) the object of the activity from new teachers reflecting on techniques, instruments and their own learning processes to subjects collaboratively creating artifacts to remediate childrens´ learning at school; from a decontextualized and fragmented view of knowledge to a king of potentially transformative knowledge intertwined to their life world (b) the artifacts from monological discursive practices to dialogical discursive practices; from traditional epistemological perspective where meaning is fixed to an intersubjective epistemological perspective where knowledge is collaboratively produced, distributed and consumed (c) the social relations from a horizontal relationship between new teachers, teacher educator and school teacher to a collaborative production relationship