Empathic reframing in the English teacher education for early years
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Entretextos |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/39826 |
Resumo: | English language teaching to children (ELTC) is a reality in public and privateschools. On the other hand, the existing gaps in teacher education, due to the lack of guidelines for this teaching and the inclusion of this language as a discipline in the common curriculum in schools, perpetuate uncertainties and challenges regarding classroom practices. In order to contribute to the initial education of teachers who work with ELTC in the municipal schools of Apucarana (PR), an extension project was developed at the State University of Paraná(Unespar) which aimed to promote critical practices in the ELTC. The general objective of this study is to share the sense of critical teaching of ELTC as critical moments (PENNYCOOK, 2001, 2004) that trigger empathic reframing (SMAGORINSKY; JHONSON, 2017) developed and mapped in the project in question. For this, Vygotskian assumptions about conceptual development were used, as well as the theory of argumentation according to Liberali (2013). The results indicate that even at the level of a pseudoconcept (VYGOTSKY, 2007, 2008) the project led to the development of empathic reframing, capable of contributing to a more humane society from the classroom. |
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Empathic reframing in the English teacher education for early yearsReframing empático en la formación de profesores de inglés en los años inicialesReframing empático na formação de professores de inglês nos anos iniciaisCritical teacher educationConceptual developmentTeaching English to childrenEmpathic reframing.Formación docente críticaDesarrollo conceptualEnseñanza de Inglés para niñosReframing empático.Formação Docente CríticaDesenvolvimento ConceitualEnsino de Inglês para CriançasReframing empático.English language teaching to children (ELTC) is a reality in public and privateschools. On the other hand, the existing gaps in teacher education, due to the lack of guidelines for this teaching and the inclusion of this language as a discipline in the common curriculum in schools, perpetuate uncertainties and challenges regarding classroom practices. In order to contribute to the initial education of teachers who work with ELTC in the municipal schools of Apucarana (PR), an extension project was developed at the State University of Paraná(Unespar) which aimed to promote critical practices in the ELTC. The general objective of this study is to share the sense of critical teaching of ELTC as critical moments (PENNYCOOK, 2001, 2004) that trigger empathic reframing (SMAGORINSKY; JHONSON, 2017) developed and mapped in the project in question. For this, Vygotskian assumptions about conceptual development were used, as well as the theory of argumentation according to Liberali (2013). The results indicate that even at the level of a pseudoconcept (VYGOTSKY, 2007, 2008) the project led to the development of empathic reframing, capable of contributing to a more humane society from the classroom.La enseñanza de lengua inglesa para niños es realidad en las redes públicas yparticulares de enseñanza. Por otro lado, los fallos existentes en la formación docente, por la falta de directrices para esta enseñanza e inclusión de esta lengua como asignatura del currículum común en las escuelas, perpetúan inseguridades y desafíos en lo que concierne a su práctica en la sala de clase. Con el propósito de contribuir con la formación inicial de profesores/as que actúan con la enseñanza de LI para niños en las escuelas municipales de Apucarana (PR), fue desarrollado un proyecto de extensión en la Universidad Estadual de Paraná (Unespar) en el cual se anhelaba promover prácticas críticas de enseñanza-aprendizaje de LI en los años iniciales. El objetivo general de este estudio es compartir el sentido de enseñanza crítica de LI para niños como momentos críticos (PENNYCOOK, 2001, 2004) que desencadenan reframing empático (SMAGORINSKY; JHONSON, 2017) desarrollado y mapeado en el proyecto en cuestión. Para tanto, fueron utilizados los presupuestos ygotskianos acerca del desarrollo conceptual, así como la teoría de la argumentación según Liberali (2013). Los resultados indican que, aunque en nivel de pseudoconcepto (VYGOTSKY, 2007, 2008), el proyecto propició el desarrollo de reframing empático, capaz de contribuir con una sociedad más humana a partir de la sala de clase. O ensino de língua inglesa para crianças (LIC) é realidade nas redes públicas e particulares de ensino. Por outro lado, as lacunas existentes na formação docente, pela falta de diretrizes para este ensino e inclusão desta língua como disciplina da grade curricular comum nas escolas, perpetuam incertezas e desafios quanto às suas práticas em sala de aula. Com vistas a contribuir com a formação inicial de professores/as que atuam com o ensino de LIC nas escolas municipais de Apucarana (PR), foi desenvolvido um projeto de extensão na Universidade Estadual do Paraná (Unespar) o qual almejava promover práticas críticas de ensino-aprendizagem de LIC. O objetivo geral deste estudo é compartilhar o sentido de ensino crítico de LIC enquanto momentos críticos (Pennycook 2001; 2004) que desencadeiam reframing empático (Smagorinsky; Jhonson, 2017) desenvolvido e mapeado no projeto em questão. Para isso, foram utilizados os pressupostos Vygotskianos acerca do desenvolvimento conceitual, bem como a teoria da argumentação segundo Liberali (2013). Os resultados indicam que mesmo em nível de pseudoconceito (Vygotsky, 2007; 2008) o projeto propiciou o desenvolvimento do reframing empático, capaz de contribuir com uma sociedade mais humana a partir da sala de aula.Universidade Estadual de Londrina2020-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa de campoPesquisa de campoPesquisa Empírica de Campoapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/3982610.5433/1519-5392.2020v20n2p121Entretextos; v. 20 n. 2 (2020); 121-1442764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/39826/28489Copyright (c) 2020 Entretextosinfo:eu-repo/semantics/openAccessPereira, Déborah Caroline Cardoso2021-02-24T12:25:50Zoai:ojs.pkp.sfu.ca:article/39826Revistahttps://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:2021-02-24T12:25:50Revista Entretextos - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
Empathic reframing in the English teacher education for early years Reframing empático en la formación de profesores de inglés en los años iniciales Reframing empático na formação de professores de inglês nos anos iniciais |
title |
Empathic reframing in the English teacher education for early years |
spellingShingle |
Empathic reframing in the English teacher education for early years Pereira, Déborah Caroline Cardoso Critical teacher education Conceptual development Teaching English to children Empathic reframing. Formación docente crítica Desarrollo conceptual Enseñanza de Inglés para niños Reframing empático. Formação Docente Crítica Desenvolvimento Conceitual Ensino de Inglês para Crianças Reframing empático. |
title_short |
Empathic reframing in the English teacher education for early years |
title_full |
Empathic reframing in the English teacher education for early years |
title_fullStr |
Empathic reframing in the English teacher education for early years |
title_full_unstemmed |
Empathic reframing in the English teacher education for early years |
title_sort |
Empathic reframing in the English teacher education for early years |
author |
Pereira, Déborah Caroline Cardoso |
author_facet |
Pereira, Déborah Caroline Cardoso |
author_role |
author |
dc.contributor.author.fl_str_mv |
Pereira, Déborah Caroline Cardoso |
dc.subject.por.fl_str_mv |
Critical teacher education Conceptual development Teaching English to children Empathic reframing. Formación docente crítica Desarrollo conceptual Enseñanza de Inglés para niños Reframing empático. Formação Docente Crítica Desenvolvimento Conceitual Ensino de Inglês para Crianças Reframing empático. |
topic |
Critical teacher education Conceptual development Teaching English to children Empathic reframing. Formación docente crítica Desarrollo conceptual Enseñanza de Inglés para niños Reframing empático. Formação Docente Crítica Desenvolvimento Conceitual Ensino de Inglês para Crianças Reframing empático. |
description |
English language teaching to children (ELTC) is a reality in public and privateschools. On the other hand, the existing gaps in teacher education, due to the lack of guidelines for this teaching and the inclusion of this language as a discipline in the common curriculum in schools, perpetuate uncertainties and challenges regarding classroom practices. In order to contribute to the initial education of teachers who work with ELTC in the municipal schools of Apucarana (PR), an extension project was developed at the State University of Paraná(Unespar) which aimed to promote critical practices in the ELTC. The general objective of this study is to share the sense of critical teaching of ELTC as critical moments (PENNYCOOK, 2001, 2004) that trigger empathic reframing (SMAGORINSKY; JHONSON, 2017) developed and mapped in the project in question. For this, Vygotskian assumptions about conceptual development were used, as well as the theory of argumentation according to Liberali (2013). The results indicate that even at the level of a pseudoconcept (VYGOTSKY, 2007, 2008) the project led to the development of empathic reframing, capable of contributing to a more humane society from the classroom. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa de campo Pesquisa de campo Pesquisa Empírica de Campo |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/39826 10.5433/1519-5392.2020v20n2p121 |
url |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/39826 |
identifier_str_mv |
10.5433/1519-5392.2020v20n2p121 |
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/39826/28489 |
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. 2 (2020); 121-144 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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1799315389540204544 |