O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de Inglês
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/8185 |
Resumo: | The reconceptualization of linguistics in a proposal of critical practice has brought important reflections for language studies. The consideration of other voices, recognizing what we can learn from those on the margins, broadens our possibilities as applied linguists and invites us to look at ourselves as well as at the practices we reproduce. In addition, this critical perspective challenges us to transgress the boundaries that separate disciplinary knowledge, which moves us away from the possibility of expanding our views by taking into account other kinds of knowledge (MOITA LOPES, 2006). In line with this proposal of problematization, decolonial thinking is discussed by social scientists as a standpoint, a way of being in the world (MIGNOLO, 2014). The decolonial challenge consists of problematizing colonialities, which maintain and reproduce violent ways of living in this world and thinking about it. In this study, I take this path of decolonial criticism and, based on the knowledge of those who experience the teaching practicum – school teachers, university teachers and pre-service teachers, I discuss the following objectives: a) to problematize the structure of the teaching practicum and discuss the main challenges faced in the English teaching practicum; b) to problematize the interpersonal relationships built during the teaching practicum by those participants; c) discuss the possibilities of re-signifying both the structure and the interpersonal relationships of the teaching practicum. To enable these reflections, I talked to teachers from different contexts in the Midwest: 10 university teachers (5 from Goiás, 3 from Mato Grosso, 1 from Mato Grosso do Sul, and 1 from the Federal District); 11 schoolteachers (8 from one city in Goiás and 3 from one city in Mato Grosso); and 40 pre-service teachers (12 from a university in Goiás, 13 from a university in the Federal District, 9 from a university in Mato Grosso, and 6 from another university in Goiás). Thus, the interpretations and discussions of the knowledge constructed in this study are based on principles of qualitative research (DENZIN; LINCOLN, 2013), considering aspects of a decolonial practice. Regarding the structure of the teaching practicum, our main reflections, in this doctoral dissertation, point to a teaching practicum highly influenced by a technical perspective of teacher education and oriented by documents that emphasize collaboration between school and university without promoting conditions for the accomplishment of this task. In addition, the separation of teacher observation and teaching practice does not seem to make sense, since there is not involvement of the pre-service teachers and university teachers in the school life. Concerning the interpersonal relationships, we problematize the lack of interaction that characterizes the teaching practicum, the hierarchy that separates teachers, based on the place where they work, and the type of relationship experienced within the university itself. In addition, we focus on the conflicts that are generated by a teaching practicum that is planned at the university, without negotiation with the school, and we think about possibilities for a more integrated work. Based on these problematizations, I advocate a decolonial teaching practicum, that goes beyond bringing university and school together, and promotes an epistemological re-conceptualization which can make the teaching practicum a space of speech and careful listening (SILVESTRE;, 2017; REZENDE, 2017) for all participants. |
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Pessoa, Rosane Rochahttp://lattes.cnpq.br/3633216363498900Pessoa, Rosane RochaMateus, Elaine FernandesJorge, Míriam Lúcia dos SantosPinto, Joana PlazaRezende, Tânia Ferreirahttp://lattes.cnpq.br/9397964605699907Borelli, Julma Dalva Vilarinho Pereira2018-02-23T19:07:31Z2018-02-16BORELLI, Julma Dalva Vilarinho Pereira. O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de inglês. 2018. 222 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2018.http://repositorio.bc.ufg.br/tede/handle/tede/8185The reconceptualization of linguistics in a proposal of critical practice has brought important reflections for language studies. The consideration of other voices, recognizing what we can learn from those on the margins, broadens our possibilities as applied linguists and invites us to look at ourselves as well as at the practices we reproduce. In addition, this critical perspective challenges us to transgress the boundaries that separate disciplinary knowledge, which moves us away from the possibility of expanding our views by taking into account other kinds of knowledge (MOITA LOPES, 2006). In line with this proposal of problematization, decolonial thinking is discussed by social scientists as a standpoint, a way of being in the world (MIGNOLO, 2014). The decolonial challenge consists of problematizing colonialities, which maintain and reproduce violent ways of living in this world and thinking about it. In this study, I take this path of decolonial criticism and, based on the knowledge of those who experience the teaching practicum – school teachers, university teachers and pre-service teachers, I discuss the following objectives: a) to problematize the structure of the teaching practicum and discuss the main challenges faced in the English teaching practicum; b) to problematize the interpersonal relationships built during the teaching practicum by those participants; c) discuss the possibilities of re-signifying both the structure and the interpersonal relationships of the teaching practicum. To enable these reflections, I talked to teachers from different contexts in the Midwest: 10 university teachers (5 from Goiás, 3 from Mato Grosso, 1 from Mato Grosso do Sul, and 1 from the Federal District); 11 schoolteachers (8 from one city in Goiás and 3 from one city in Mato Grosso); and 40 pre-service teachers (12 from a university in Goiás, 13 from a university in the Federal District, 9 from a university in Mato Grosso, and 6 from another university in Goiás). Thus, the interpretations and discussions of the knowledge constructed in this study are based on principles of qualitative research (DENZIN; LINCOLN, 2013), considering aspects of a decolonial practice. Regarding the structure of the teaching practicum, our main reflections, in this doctoral dissertation, point to a teaching practicum highly influenced by a technical perspective of teacher education and oriented by documents that emphasize collaboration between school and university without promoting conditions for the accomplishment of this task. In addition, the separation of teacher observation and teaching practice does not seem to make sense, since there is not involvement of the pre-service teachers and university teachers in the school life. Concerning the interpersonal relationships, we problematize the lack of interaction that characterizes the teaching practicum, the hierarchy that separates teachers, based on the place where they work, and the type of relationship experienced within the university itself. In addition, we focus on the conflicts that are generated by a teaching practicum that is planned at the university, without negotiation with the school, and we think about possibilities for a more integrated work. Based on these problematizations, I advocate a decolonial teaching practicum, that goes beyond bringing university and school together, and promotes an epistemological re-conceptualization which can make the teaching practicum a space of speech and careful listening (SILVESTRE;, 2017; REZENDE, 2017) for all participants.A ressignificação da linguística em uma proposta de atuação crítica trouxe importantes considerações para os estudos da linguagem. A abertura para outras vozes, reconhecendo o que podemos aprender com aqueles/as que estão à margem, amplia nossas possibilidades como linguistas aplicados/as e nos convida a olhar para nós mesmos/as, assim como para as práticas que reproduzimos. Além disso, o viés crítico nos desafia a transgredir as fronteiras que separam os conhecimentos disciplinarizados, que nos afastam da possibilidade de expandir nossos olhares por meio da consideração de outros saberes (MOITA LOPES, 2006). Alinhado a essa proposta de problematização, o pensamento decolonial é discutido por autores das Ciências Sociais como um posicionamento, uma forma de estar no mundo (MIGNOLO, 2014). O desafio decolonial consiste na problematização das colonialidades, que mantêm e reproduzem formas violentas de viver e pensar neste mundo. Neste estudo, assumo este caminho de crítica decolonial e recorro aos saberes daqueles/as que vivenciam o estágio – professores/as da escola, professores/as licenciandos/as e professores/as da universidade, tendo em vista os seguintes objetivos: a) problematizar a estrutura do estágio e discutir os principais desafios enfrentados no estágio de inglês; b) problematizar as relações interpessoais construídas durante o estágio por esses/as participantes; c) discutir as possibilidades de ressignificação tanto da estrutura quanto das relações interpessoais do estágio. Para que essas reflexões fossem possíveis, conversei com professores/as de diferentes locais da região Centro-Oeste: 10 professores/as da universidade, sendo 5 de Goiás, 3 de Mato Grosso, 1 de Mato Grosso do Sul e 1 do Distrito Federal. Conversei também com 11 professores/as da escola, sendo 8 de uma mesma cidade em Goiás; 3 de uma mesma cidade no Mato Grosso, e com 40 professores/as licenciandos/as: 12 de uma universidade em Goiás; 13 de uma universidade no Distrito Federal; 9 de uma universidade no Mato Grosso; 6 de outra universidade em Goiás. Dessa forma, as interpretações e discussões dos saberes que compõem este estudo se apoiam em princípios da pesquisa qualitativa (DENZIN; LINCOLN, 2013), considerando aspectos de uma prática decolonial. No que diz respeito à estrutura, nossas principais reflexões, nesta tese, apontam para um estágio com fortes resquícios de uma prática de formação tecnicista e regido por leis que ressaltam a colaboração entre escola e universidade, mas não apresentam condições para a realização desse trabalho. Além disso, sua organização em práticas de observação e regência parece não fazer sentido, já que não contam com o envolvimento dos/as professores/as licenciandos/as e dos/as professores/as da universidade na vida escolar. No que concerne às relações interpessoais, problematizamos a falta de interação que caracteriza o estágio, a hierarquização que separa professores/as, com base no local em que atuam, e o tipo de relação vivenciada dentro da própria universidade. Ademais, focalizamos os conflitos que são gerados por um estágio que é planejado na universidade, sem negociação com a escola, e nos dedicamos a pensar em possibilidades para que haja um trabalho mais integrado. Com base nessas problematizações, defendo uma prática de estágio decolonial, que supere a aproximação entre universidade e escola, e promova uma ressignificação epistemológica que possa tornar o estágio um espaço de fala e escuta cuidadosa (SILVESTRE, 2017; REZENDE, 2017) de todos/as os participantes.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-23T19:06:25Z No. of bitstreams: 2 Tese - Julma Dalva Vilarinho Pereira Borelli - 2018.pdf: 2406894 bytes, checksum: d07b321be99164a47f927ad8aef25afd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-23T19:07:31Z (GMT) No. of bitstreams: 2 Tese - Julma Dalva Vilarinho Pereira Borelli - 2018.pdf: 2406894 bytes, checksum: d07b321be99164a47f927ad8aef25afd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-02-23T19:07:31Z (GMT). No. of bitstreams: 2 Tese - Julma Dalva Vilarinho Pereira Borelli - 2018.pdf: 2406894 bytes, checksum: d07b321be99164a47f927ad8aef25afd (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-16Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEGapplication/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Letras e Linguística (FL)UFGBrasilFaculdade de Letras - FL (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEstágio.Formação de professores/as de InglêsDecolonialidadeTeaching practicumEnglish teacher educationDecolonialityLINGUISTICA, LETRAS E ARTES::LINGUISTICAO estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de InglêsTeaching practicum and the decolonial challenge: (de)constructing meanings about English teacher educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-1403758209736362229600600600600-54178507046780729887955259954785510783-961409807440757778reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGCC-LICENSElicense_urllicense_urltext/plain; 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dc.title.eng.fl_str_mv |
O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de Inglês |
dc.title.alternative.eng.fl_str_mv |
Teaching practicum and the decolonial challenge: (de)constructing meanings about English teacher education |
title |
O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de Inglês |
spellingShingle |
O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de Inglês Borelli, Julma Dalva Vilarinho Pereira Estágio. Formação de professores/as de Inglês Decolonialidade Teaching practicum English teacher education Decoloniality LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de Inglês |
title_full |
O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de Inglês |
title_fullStr |
O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de Inglês |
title_full_unstemmed |
O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de Inglês |
title_sort |
O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de Inglês |
author |
Borelli, Julma Dalva Vilarinho Pereira |
author_facet |
Borelli, Julma Dalva Vilarinho Pereira |
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.referee1.fl_str_mv |
Pessoa, Rosane Rocha |
dc.contributor.referee2.fl_str_mv |
Mateus, Elaine Fernandes |
dc.contributor.referee3.fl_str_mv |
Jorge, Míriam Lúcia dos Santos |
dc.contributor.referee4.fl_str_mv |
Pinto, Joana Plaza |
dc.contributor.referee5.fl_str_mv |
Rezende, Tânia Ferreira |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9397964605699907 |
dc.contributor.author.fl_str_mv |
Borelli, Julma Dalva Vilarinho Pereira |
contributor_str_mv |
Pessoa, Rosane Rocha Pessoa, Rosane Rocha Mateus, Elaine Fernandes Jorge, Míriam Lúcia dos Santos Pinto, Joana Plaza Rezende, Tânia Ferreira |
dc.subject.por.fl_str_mv |
Estágio. Formação de professores/as de Inglês Decolonialidade |
topic |
Estágio. Formação de professores/as de Inglês Decolonialidade Teaching practicum English teacher education Decoloniality LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
Teaching practicum English teacher education Decoloniality |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
The reconceptualization of linguistics in a proposal of critical practice has brought important reflections for language studies. The consideration of other voices, recognizing what we can learn from those on the margins, broadens our possibilities as applied linguists and invites us to look at ourselves as well as at the practices we reproduce. In addition, this critical perspective challenges us to transgress the boundaries that separate disciplinary knowledge, which moves us away from the possibility of expanding our views by taking into account other kinds of knowledge (MOITA LOPES, 2006). In line with this proposal of problematization, decolonial thinking is discussed by social scientists as a standpoint, a way of being in the world (MIGNOLO, 2014). The decolonial challenge consists of problematizing colonialities, which maintain and reproduce violent ways of living in this world and thinking about it. In this study, I take this path of decolonial criticism and, based on the knowledge of those who experience the teaching practicum – school teachers, university teachers and pre-service teachers, I discuss the following objectives: a) to problematize the structure of the teaching practicum and discuss the main challenges faced in the English teaching practicum; b) to problematize the interpersonal relationships built during the teaching practicum by those participants; c) discuss the possibilities of re-signifying both the structure and the interpersonal relationships of the teaching practicum. To enable these reflections, I talked to teachers from different contexts in the Midwest: 10 university teachers (5 from Goiás, 3 from Mato Grosso, 1 from Mato Grosso do Sul, and 1 from the Federal District); 11 schoolteachers (8 from one city in Goiás and 3 from one city in Mato Grosso); and 40 pre-service teachers (12 from a university in Goiás, 13 from a university in the Federal District, 9 from a university in Mato Grosso, and 6 from another university in Goiás). Thus, the interpretations and discussions of the knowledge constructed in this study are based on principles of qualitative research (DENZIN; LINCOLN, 2013), considering aspects of a decolonial practice. Regarding the structure of the teaching practicum, our main reflections, in this doctoral dissertation, point to a teaching practicum highly influenced by a technical perspective of teacher education and oriented by documents that emphasize collaboration between school and university without promoting conditions for the accomplishment of this task. In addition, the separation of teacher observation and teaching practice does not seem to make sense, since there is not involvement of the pre-service teachers and university teachers in the school life. Concerning the interpersonal relationships, we problematize the lack of interaction that characterizes the teaching practicum, the hierarchy that separates teachers, based on the place where they work, and the type of relationship experienced within the university itself. In addition, we focus on the conflicts that are generated by a teaching practicum that is planned at the university, without negotiation with the school, and we think about possibilities for a more integrated work. Based on these problematizations, I advocate a decolonial teaching practicum, that goes beyond bringing university and school together, and promotes an epistemological re-conceptualization which can make the teaching practicum a space of speech and careful listening (SILVESTRE;, 2017; REZENDE, 2017) for all participants. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-02-23T19:07:31Z |
dc.date.issued.fl_str_mv |
2018-02-16 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
BORELLI, Julma Dalva Vilarinho Pereira. O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de inglês. 2018. 222 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2018. |
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http://repositorio.bc.ufg.br/tede/handle/tede/8185 |
identifier_str_mv |
BORELLI, Julma Dalva Vilarinho Pereira. O estágio e o desafio decolonial: (des)construindo sentidos sobre a formação de professores/as de inglês. 2018. 222 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2018. |
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http://repositorio.bc.ufg.br/tede/handle/tede/8185 |
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Universidade Federal de Goiás |
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