Por uma formação crítico-criativa de alunas-professoras e professora-pesquisadora na graduação em letras

• Autor(a) principal: Zanella, Daniela Aparecida Vendramini
• Data de Publicação: 2013
• 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/13646
• topic: Formação de professores de língua inglesa; Criticidade; Criatividade; Argumentação; English teachers education; Criticism; Creativity; Argumentation; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This research aims at analyzing the production of meanings at a teacher education activity of student-teachers within the context of a didactic proposal preparation and English teaching-learning discussion in order to comprehend if this is a critical-creative production. For this objective, I analyse the discussion about an English teaching-learning didactic proposal preparation carried out during the meetings from the teachers education study group, Time to Learn, formed by the researcher- teacher educator and student-teachers whose internship takes place in a public school in Sorocaba city, in the State of Sao Paulo. I adopt the Social-Historical-Cultural Activity Theory (CHAT) from Vygotsky (1934) and his followers, as well as the dialogic perspective, based on Bakhtin (1929) and the Circle. This is a Critical Collaborative Intervention Research (MAGALHÃES, 2009), which conceives a context creation in which the collaboration is responsible for participation, sharing and negotiation of senses and meanings, involving all participants in the teacher education with the questioning possibility. The teacher education activity data was produced through audio recordings as well as written materials related to the didactic proposals elaborated by the student-teachers; those were further saved in the databank from the Language in Activities in the School Context research group, from the Catholic University of Sao Paulo. The selected corpus analyses stemming from two teacher education meetings focus on enunciative-discursive-linguistic categories based on Liberali (2013) as well as on interpretative categories, such as critical and creative , which are connected to the theoretical background in which this investigation based its principals. The results indicate the difficulty in accomplishing a critical-creative product and process, both in the didactic proposal elaboration and in the English teaching discussion. Even though the critical and creative attempts are indicated in the product and production, they are still marked by historical constraints of reproduction, imposition and authoritarianism