A prática reflexivo-colaborativa na formação de três professoras de inglês
Autor(a) principal: | |
---|---|
Data de Publicação: | 2010 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tde/2396 |
Resumo: | This collaborative research (MAGALHÃES, 2002) investigates the role of critical reflection (SMYTH, 1991) in the participant s development and in the reconstructing of their ctions. The research was conducted with a group of three English teachers, one being the researcher, in a language center in the city of Goiânia. From August 2008 to December 2009, the group had regular meetings to discuss theoretical texts and analyse their lessons which had been recorded. The analysis focused on the participants concepts of language and teaching; on the types of reflection; and on the change proposals for their actions. It was also examined whether these changes were motivated by the readings or by the collaboration among the participants during the reflective sessions. Considering the main concepts in which this research is based on, we point out: the critical reflection as an important tool in the development of teachers autonomy, awareness and education; the collaborative work as an element that can foster the development of critical reflection, and the acknowledgement of teachers knowledge supported by their experience as well as the investigation of their own practice. The results revealed that different concepts of language and teaching can be found not only in the discussions but also in the teachers practice. This fact is in accordance with a view of language as a set of elements structure, culture, ideology that are integrated and are not mutually exclusive (TUDOR, 2001). In relation to the development of reflection, it achieved a critical level, which can be perceived by the approach of different topics related to language teaching such as: the teaching of the language for specific purposes as a way of avoiding colonization; the role of the teacher, the student and the negotiation of power in the classroom; and the teacher as a instructor or educator. These collaborative reflections gave rise to some proposals for change which were presented to the other teachers who had not participated in the research and to the coordinator of the language center. Some of them have already been implemented. To sum up, we believe this study has contributed to the development of the collaborative work and the process of critical reflection as well as to their acknowledgement as tools to promote teacher education and change realities. |
id |
UFG-2_377a1c2e2e3d70a46b85be7644ae5db2 |
---|---|
oai_identifier_str |
oai:repositorio.bc.ufg.br:tde/2396 |
network_acronym_str |
UFG-2 |
network_name_str |
Repositório Institucional da UFG |
repository_id_str |
|
spelling |
PESSOA, Rosane Rochahttp://lattes.cnpq.br/3633216363498900http://lattes.cnpq.br/2653845887872520PEREIRA, Jane Beatriz Vilarinho2014-07-29T16:19:03Z2012-01-122010-12-15PEREIRA, Jane Beatriz Vilarinho. The reflective-collaborative pratictice in the teacher education process of three teachers. 2010. 142 f. Dissertação (Mestrado em Lingüística, Letras e Artes) - Universidade Federal de Goiás, Goiânia, 2010.http://repositorio.bc.ufg.br/tede/handle/tde/2396This collaborative research (MAGALHÃES, 2002) investigates the role of critical reflection (SMYTH, 1991) in the participant s development and in the reconstructing of their ctions. The research was conducted with a group of three English teachers, one being the researcher, in a language center in the city of Goiânia. From August 2008 to December 2009, the group had regular meetings to discuss theoretical texts and analyse their lessons which had been recorded. The analysis focused on the participants concepts of language and teaching; on the types of reflection; and on the change proposals for their actions. It was also examined whether these changes were motivated by the readings or by the collaboration among the participants during the reflective sessions. Considering the main concepts in which this research is based on, we point out: the critical reflection as an important tool in the development of teachers autonomy, awareness and education; the collaborative work as an element that can foster the development of critical reflection, and the acknowledgement of teachers knowledge supported by their experience as well as the investigation of their own practice. The results revealed that different concepts of language and teaching can be found not only in the discussions but also in the teachers practice. This fact is in accordance with a view of language as a set of elements structure, culture, ideology that are integrated and are not mutually exclusive (TUDOR, 2001). In relation to the development of reflection, it achieved a critical level, which can be perceived by the approach of different topics related to language teaching such as: the teaching of the language for specific purposes as a way of avoiding colonization; the role of the teacher, the student and the negotiation of power in the classroom; and the teacher as a instructor or educator. These collaborative reflections gave rise to some proposals for change which were presented to the other teachers who had not participated in the research and to the coordinator of the language center. Some of them have already been implemented. To sum up, we believe this study has contributed to the development of the collaborative work and the process of critical reflection as well as to their acknowledgement as tools to promote teacher education and change realities.Este estudo se caracteriza como uma pesquisa colaborativa (MAGALHÃES, 2002) e investiga o uso da reflexão crítica (SMYTH, 1991) como instrumento para a formação e para a reconstrução da ação docente. Participaram comigo desta pesquisa outras duas professoras de inglês. Nós três lecionamos em um centro de idiomas na cidade de Goiânia. No período de agosto de 2008 a dezembro de 2009, realizamos encontros para discutir textos teóricos e analisar as nossas aulas gravadas em vídeo. Com base na proposta de reflexão crítica, os principais tópicos de análise desse estudo foram as nossas concepções de língua e ensino, os tipos de reflexão ocorridos no grupo; e as nossas propostas de mudanças ou de reconstrução da ação. Busquei observar também o elemento motivador de tais mudanças e os categorizei em dois grupos: um motivado pelas leituras realizadas e o outro pela colaboração ocorrida nas sessões reflexivas. Dentre as concepções que embasam este estudo destaco a reflexão crítica como importante instrumento na constituição da autonomia, conscientização e formação docente; o trabalho colaborativo como potencializador para o desenvolvimento da reflexão crítica, e a valorização dos saberes docentes construídos pela experiência e pela investigação da própria prática. Os resultados do estudo revelam que diferentes concepções de língua e ensino estão presentes tanto em nossas discussões quanto em nossa prática pedagógica. Fato que corrobora o entendimento de língua como um conjunto de elementos estrutura, cultura, ideologia que se integram e não se excluem mutuamente (TUDOR, 2001). Quanto ao desenvolvimento da reflexão, percebo que atingiu um nível crítico em diferentes graus de aprofundamento e abordando diferentes temas, o que pode ser percebido pela problematização de questões que permeiam o ensino de línguas, tais como: o ensino instrumental de língua como uma estratégia de fuga a colonização; o papel do professor, do aluno e a negociação de poder em sala de aula; o professor como instrutor ou educador, dentre outros. Essas reflexões colaborativas deram origem a algumas propostas de mudança que foram apresentadas aos outros professores que não participaram da pesquisa e à coordenação do centro de idiomas, resultando na implementação de algumas delas. Tais ações são a meu ver um grande passo no processo de constituição da autonomia e conscientização docente em seu contexto de atuação. Dessa forma, acredito ter contribuído para o desenvolvimento do trabalho colaborativo de reflexão crítica e para o seu reconhecimento como instrumento de formação docente e transformador de realidades em nosso grupo de pesquisa.Made available in DSpace on 2014-07-29T16:19:03Z (GMT). No. of bitstreams: 1 dissertacao_janeb.pdf: 826333 bytes, checksum: 4bd3687cb57da4c8d5cef2102594c875 (MD5) Previous issue date: 2010-12-15application/pdfhttp://repositorio.bc.ufg.br/TEDE/retrieve/4901/dissertacao_janeb.pdf.jpgporUniversidade Federal de GoiásMestrado em Letras e LinguísticaUFGBRLingüística, Letras e ArtesFormação de professoresreflexão crítica e colaboraçãoTeacher educationcritical reflection and collaborationCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAA prática reflexivo-colaborativa na formação de três professoras de inglêsThe reflective-collaborative pratictice in the teacher education process of three teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALdissertacao_janeb.pdfapplication/pdf826333http://repositorio.bc.ufg.br/tede/bitstreams/085fe3fb-7b5b-494d-8c36-ab45523ee4e2/download4bd3687cb57da4c8d5cef2102594c875MD51THUMBNAILdissertacao_janeb.pdf.jpgdissertacao_janeb.pdf.jpgGenerated Thumbnailimage/jpeg2831http://repositorio.bc.ufg.br/tede/bitstreams/b81320be-be78-429f-b97b-c4d56907b270/downloadfcd5d9bddbec2bd476309ac28e54b662MD52tde/23962014-07-30 03:17:24.28open.accessoai:repositorio.bc.ufg.br:tde/2396http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2014-07-30T06:17:24Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)false |
dc.title.por.fl_str_mv |
A prática reflexivo-colaborativa na formação de três professoras de inglês |
dc.title.alternative.eng.fl_str_mv |
The reflective-collaborative pratictice in the teacher education process of three teachers |
title |
A prática reflexivo-colaborativa na formação de três professoras de inglês |
spellingShingle |
A prática reflexivo-colaborativa na formação de três professoras de inglês PEREIRA, Jane Beatriz Vilarinho Formação de professores reflexão crítica e colaboração Teacher education critical reflection and collaboration CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
A prática reflexivo-colaborativa na formação de três professoras de inglês |
title_full |
A prática reflexivo-colaborativa na formação de três professoras de inglês |
title_fullStr |
A prática reflexivo-colaborativa na formação de três professoras de inglês |
title_full_unstemmed |
A prática reflexivo-colaborativa na formação de três professoras de inglês |
title_sort |
A prática reflexivo-colaborativa na formação de três professoras de inglês |
author |
PEREIRA, Jane Beatriz Vilarinho |
author_facet |
PEREIRA, Jane Beatriz Vilarinho |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
PESSOA, Rosane Rocha |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3633216363498900 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2653845887872520 |
dc.contributor.author.fl_str_mv |
PEREIRA, Jane Beatriz Vilarinho |
contributor_str_mv |
PESSOA, Rosane Rocha |
dc.subject.por.fl_str_mv |
Formação de professores reflexão crítica e colaboração |
topic |
Formação de professores reflexão crítica e colaboração Teacher education critical reflection and collaboration CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
Teacher education critical reflection and collaboration |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
This collaborative research (MAGALHÃES, 2002) investigates the role of critical reflection (SMYTH, 1991) in the participant s development and in the reconstructing of their ctions. The research was conducted with a group of three English teachers, one being the researcher, in a language center in the city of Goiânia. From August 2008 to December 2009, the group had regular meetings to discuss theoretical texts and analyse their lessons which had been recorded. The analysis focused on the participants concepts of language and teaching; on the types of reflection; and on the change proposals for their actions. It was also examined whether these changes were motivated by the readings or by the collaboration among the participants during the reflective sessions. Considering the main concepts in which this research is based on, we point out: the critical reflection as an important tool in the development of teachers autonomy, awareness and education; the collaborative work as an element that can foster the development of critical reflection, and the acknowledgement of teachers knowledge supported by their experience as well as the investigation of their own practice. The results revealed that different concepts of language and teaching can be found not only in the discussions but also in the teachers practice. This fact is in accordance with a view of language as a set of elements structure, culture, ideology that are integrated and are not mutually exclusive (TUDOR, 2001). In relation to the development of reflection, it achieved a critical level, which can be perceived by the approach of different topics related to language teaching such as: the teaching of the language for specific purposes as a way of avoiding colonization; the role of the teacher, the student and the negotiation of power in the classroom; and the teacher as a instructor or educator. These collaborative reflections gave rise to some proposals for change which were presented to the other teachers who had not participated in the research and to the coordinator of the language center. Some of them have already been implemented. To sum up, we believe this study has contributed to the development of the collaborative work and the process of critical reflection as well as to their acknowledgement as tools to promote teacher education and change realities. |
publishDate |
2010 |
dc.date.issued.fl_str_mv |
2010-12-15 |
dc.date.available.fl_str_mv |
2012-01-12 |
dc.date.accessioned.fl_str_mv |
2014-07-29T16:19:03Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
PEREIRA, Jane Beatriz Vilarinho. The reflective-collaborative pratictice in the teacher education process of three teachers. 2010. 142 f. Dissertação (Mestrado em Lingüística, Letras e Artes) - Universidade Federal de Goiás, Goiânia, 2010. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tde/2396 |
identifier_str_mv |
PEREIRA, Jane Beatriz Vilarinho. The reflective-collaborative pratictice in the teacher education process of three teachers. 2010. 142 f. Dissertação (Mestrado em Lingüística, Letras e Artes) - Universidade Federal de Goiás, Goiânia, 2010. |
url |
http://repositorio.bc.ufg.br/tede/handle/tde/2396 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Mestrado em Letras e Linguística |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Lingüística, Letras e Artes |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Repositório Institucional da UFG |
collection |
Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/085fe3fb-7b5b-494d-8c36-ab45523ee4e2/download http://repositorio.bc.ufg.br/tede/bitstreams/b81320be-be78-429f-b97b-c4d56907b270/download |
bitstream.checksum.fl_str_mv |
4bd3687cb57da4c8d5cef2102594c875 fcd5d9bddbec2bd476309ac28e54b662 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1798044434327142400 |