The consensus among the dialogical voices of the national curricular guidelines for the use of digital technologies in teacher training
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Data de Publicação: | 2020 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Entretextos |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36324 |
Resumo: | The current research aims to investigate how teacher training takes place in terms of digital technologies works and to propose some principles for a teaching proposal for these technologies in the light of the reflections of Bakhtin and his Circle. For this, it focuses on the characterization of an official normative document as a discourse genre and on the verification of the way in which dialogical relations are interwoven with the presented theme. It has a qualitative and bibliographic methodology. Our investigation was guided by the methodological perspective of Bakhtin and his Circle, supported by the broad conception of statements, discourse genres, spheres, and dialogism, as well as in the works of his commentators, such as: Faraco (2009), Brait (2005, 2016 ), Grillo (2016), Marchezan (2016), and Fiorin (2017). It was found that the Resolution's speech reflects on and refracts the voice of a high educational public sphere (MEC/CNE/CP), as well as it circulates and is consumed in the educational spheres of teacher and school training. The authors' voices are those of active subjects in the discourse, who, when enunciating, address themselves to their interlocutors, which are the Higher Education Institutions (HEIs), and to the subjects undergoing teaching and school training. The enunciative context of the Resolution CNE/CP 2/2015 assumes the role of training teachers for quality and contemporary education, since there are several points in the statement about the enunciators' concern about the implementation of digital technology resources in training environments. |
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The consensus among the dialogical voices of the national curricular guidelines for the use of digital technologies in teacher trainingEl consenso entre las voces dialógicas de las DCNs para el uso de tecnologías digitales en la formación docenteO consenso entre as vozes dialógicas das DCNs para o uso das tecnologias digitais na formação docenteBakhtinDigital technologiesNormative discourse genderDialogical relationsTeacher trainingBakhtin. Tecnologías digitales. Discurso normativo género. Relaciones dialógicas. Formación del profesorado.Bakhtintecnologias digitaisgênero do discurso normativorelações dialógicasformação docenteThe current research aims to investigate how teacher training takes place in terms of digital technologies works and to propose some principles for a teaching proposal for these technologies in the light of the reflections of Bakhtin and his Circle. For this, it focuses on the characterization of an official normative document as a discourse genre and on the verification of the way in which dialogical relations are interwoven with the presented theme. It has a qualitative and bibliographic methodology. Our investigation was guided by the methodological perspective of Bakhtin and his Circle, supported by the broad conception of statements, discourse genres, spheres, and dialogism, as well as in the works of his commentators, such as: Faraco (2009), Brait (2005, 2016 ), Grillo (2016), Marchezan (2016), and Fiorin (2017). It was found that the Resolution's speech reflects on and refracts the voice of a high educational public sphere (MEC/CNE/CP), as well as it circulates and is consumed in the educational spheres of teacher and school training. The authors' voices are those of active subjects in the discourse, who, when enunciating, address themselves to their interlocutors, which are the Higher Education Institutions (HEIs), and to the subjects undergoing teaching and school training. The enunciative context of the Resolution CNE/CP 2/2015 assumes the role of training teachers for quality and contemporary education, since there are several points in the statement about the enunciators' concern about the implementation of digital technology resources in training environments.Esta investigación tiene como objetivo analizar cómo ocurre la formación del profesor en el ámbito de trabajo con tecnologías digitales y proponer algunas bases para una propuesta de enseñanza de estas tecnologías a la luz de las reflexiones de Bakhtin y su Círculo. Para esto se centra en la caracterización de un documento normativo oficial como un género de discurso y en la verificación del modo en que se establecen las relaciones dialógicas para el tema presentado. Su metodología es de cuño cualitativo y bibliográfico. Nuestra investigación se orientó por la perspectiva metodológica de Bakhtin y su Círculo, respaldada por la amplia concepción de los enunciados, los géneros del discurso, las esferas y el diálogo, así como en los trabajos de sus comentaristas, tales como: Faraco (2009), Brait (2005, 2016 ), Grillo (2016), Marchezan (2016) y Fiorin (2017). Se comprobó que el discurso de la Resolución refleja y refracta la voz de una esfera pública de alta educación (MEC / CNE / CP), así como también circula y se consume en las esferas educativas de la formación docente y escolar. Las voces de los autores son de los sujetos activos en el discurso, quienes, al enunciar, se dirigen a sus interlocutores, que son las instituciones de educación superior (IES), y a los sujetos en formación docente y escolar. El contexto enunciativo de la Resolución CNE / CP 2/2015 asume el papel de capacitar a los docentes para la educación de calidad y contemporánea, ya que hay varios puntos en la declaración de que los enunciadores están preocupados al respecto de la implementación de recursos de tecnología digital en los ambientes de formación.Esta pesquisa tem como objetivo investigar como se dá a formação do docente no que se refere ao trabalho com as tecnologias digitais e propor alguns princípios para uma proposta de ensino dessas tecnologias à luz das reflexões de Bakhtin e seu Círculo. Para isso, concentra-se na caracterização de um documento oficial normativo como um gênero do discurso e na verificação do modo como se travam nele as relações dialógicas para o tema apresentado. Sua metodologia é de cunho qualitativo e bibliográfico. Nossa investigação orientou-se pela perspectiva metodológica de Bakhtin e de seu Círculo, amparada na concepção ampla de enunciados, gêneros discursivos, esferas e dialogismo, bem como nos trabalhos de seus comentadores, tais como: Faraco (2009), Brait (2005; 2016), Grillo (2016), Marchezan (2016) e Fiorin (2017). Constatou-se que o discurso da Resolução reflete e refrata a voz de uma alta esfera pública educacional (MEC/CNE/CP), assim como, circula e é consumido nas esferas educacionais de formação docente e escolar. As vozes dos autores são de sujeitos ativos no discurso, que ao enunciar, se direcionam aos seus interlocutores, que são as Instituições de Ensino Superior (IES), e aos sujeitos em formação docente e escolar. O contexto enunciativo da Resolução CNE/CP 2/2015 assume o papel de formar docentes para uma educação de qualidade e contemporânea, pois existe em diversos pontos do enunciado a preocupação por parte dos enunciadores sobre a implantação dos recursos das tecnologias digitais nos ambientes de formação.Universidade Estadual de Londrina2020-06-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAnálise de um objeto de pesquisaapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/3632410.5433/1519-5392.2020v20n1p213Entretextos; v. 20 n. 1 (2020); 213-2402764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36324/27504Copyright (c) 2020 Entretextosinfo:eu-repo/semantics/openAccessSoares, Terezinha Gorete VilelaLudovice, Camila de Araújo Beraldo2021-02-06T11:49:17Zoai:ojs.pkp.sfu.ca:article/36324Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-02-06T11:49:17Revista Entretextos - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
The consensus among the dialogical voices of the national curricular guidelines for the use of digital technologies in teacher training El consenso entre las voces dialógicas de las DCNs para el uso de tecnologías digitales en la formación docente O consenso entre as vozes dialógicas das DCNs para o uso das tecnologias digitais na formação docente |
title |
The consensus among the dialogical voices of the national curricular guidelines for the use of digital technologies in teacher training |
spellingShingle |
The consensus among the dialogical voices of the national curricular guidelines for the use of digital technologies in teacher training Soares, Terezinha Gorete Vilela Bakhtin Digital technologies Normative discourse gender Dialogical relations Teacher training Bakhtin. Tecnologías digitales. Discurso normativo género. Relaciones dialógicas. Formación del profesorado. Bakhtin tecnologias digitais gênero do discurso normativo relações dialógicas formação docente |
title_short |
The consensus among the dialogical voices of the national curricular guidelines for the use of digital technologies in teacher training |
title_full |
The consensus among the dialogical voices of the national curricular guidelines for the use of digital technologies in teacher training |
title_fullStr |
The consensus among the dialogical voices of the national curricular guidelines for the use of digital technologies in teacher training |
title_full_unstemmed |
The consensus among the dialogical voices of the national curricular guidelines for the use of digital technologies in teacher training |
title_sort |
The consensus among the dialogical voices of the national curricular guidelines for the use of digital technologies in teacher training |
author |
Soares, Terezinha Gorete Vilela |
author_facet |
Soares, Terezinha Gorete Vilela Ludovice, Camila de Araújo Beraldo |
author_role |
author |
author2 |
Ludovice, Camila de Araújo Beraldo |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Soares, Terezinha Gorete Vilela Ludovice, Camila de Araújo Beraldo |
dc.subject.por.fl_str_mv |
Bakhtin Digital technologies Normative discourse gender Dialogical relations Teacher training Bakhtin. Tecnologías digitales. Discurso normativo género. Relaciones dialógicas. Formación del profesorado. Bakhtin tecnologias digitais gênero do discurso normativo relações dialógicas formação docente |
topic |
Bakhtin Digital technologies Normative discourse gender Dialogical relations Teacher training Bakhtin. Tecnologías digitales. Discurso normativo género. Relaciones dialógicas. Formación del profesorado. Bakhtin tecnologias digitais gênero do discurso normativo relações dialógicas formação docente |
description |
The current research aims to investigate how teacher training takes place in terms of digital technologies works and to propose some principles for a teaching proposal for these technologies in the light of the reflections of Bakhtin and his Circle. For this, it focuses on the characterization of an official normative document as a discourse genre and on the verification of the way in which dialogical relations are interwoven with the presented theme. It has a qualitative and bibliographic methodology. Our investigation was guided by the methodological perspective of Bakhtin and his Circle, supported by the broad conception of statements, discourse genres, spheres, and dialogism, as well as in the works of his commentators, such as: Faraco (2009), Brait (2005, 2016 ), Grillo (2016), Marchezan (2016), and Fiorin (2017). It was found that the Resolution's speech reflects on and refracts the voice of a high educational public sphere (MEC/CNE/CP), as well as it circulates and is consumed in the educational spheres of teacher and school training. The authors' voices are those of active subjects in the discourse, who, when enunciating, address themselves to their interlocutors, which are the Higher Education Institutions (HEIs), and to the subjects undergoing teaching and school training. The enunciative context of the Resolution CNE/CP 2/2015 assumes the role of training teachers for quality and contemporary education, since there are several points in the statement about the enunciators' concern about the implementation of digital technology resources in training environments. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Análise de um objeto de pesquisa |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36324 10.5433/1519-5392.2020v20n1p213 |
url |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36324 |
identifier_str_mv |
10.5433/1519-5392.2020v20n1p213 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/36324/27504 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Entretextos info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Entretextos |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
dc.source.none.fl_str_mv |
Entretextos; v. 20 n. 1 (2020); 213-240 2764-0809 1519-5392 reponame:Revista Entretextos instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Revista Entretextos |
collection |
Revista Entretextos |
repository.name.fl_str_mv |
Revista Entretextos - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br |
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1799315389433249792 |