A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/12660 |
Resumo: | The main objective of this research was to investigate collaborative practices and beliefs in the performance of English teachers for children in the public context. In addition, it was aimed at understanding both the theoretical and methodological perspectives that encompass teachers’ practices and their perceptions in relation to the collaborative practices. The investigation draws on studies related to the teaching of English for children, sociocultural theory, and its constructs - collaboration, interaction, and mediation in teacher education - and beliefs about teaching and learning foreign languages to children. From a methodological standpoint, it was carried out a case study between October 2019 and April 2021. The participants were four teachers who teach English in the public context of the Goiânia Municipal Education. As far as the data is concerned, it was used the following instruments: a) questionnaires; b) field notes and class observation; c) interviews; d) on-line collaborative sessions via Zoom platform; and e) narratives. From the data analysis, it was possible to infer that teachers both use beliefs about teaching ways that facitilate learning and beliefs about activities to children and promote meaningful experiences for their students. The analysis also indicate that contextual factors can change teachers' routine, leading them to shifts in their pedagogical practices. The discussion about collaborative sessions revealed that teachers, when participating in joint tasks, make use of strategies that mediate and facilitate such tasks. It was also able to identify the theoretical and methodological perspectives that permeate teachers' practice, such as choosing both methodologies – which are considered playful and bear collaborative tasks – and theoretical perspectives (e.g., teaching through repetition that little bring meaning to student learning). Teachers' perceptions about their participation in collaborative sessions, in turn, point to either change or maintenance of pedagogical practices. Thus, it may be argued that beliefs about the process of teaching and learning foreign languages for children and participation in collaborative practices in which teachers have the possibility to exchange experiences with their peers who work in the same context are important factors in the teachers’ education and that can help them in relation to their pedagogical practices for teaching English for children, that is, in the preparation of material, experiences exchange, and comparision of teaching contexts. |
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Figueiredo, Francisco José Quaresma dehttp://lattes.cnpq.br/1701940743664871Figueiredo, Francisco José Quaresma deBarcelos, Ana Maria FerreiraTonelli, Juliana Reichert AssunçãoCarreira, Rosângela Aparecida RibeiroLago, Santinha Neuda Alves dohttp://lattes.cnpq.br/7224612583214209Araújo, Marco André Franco de2023-03-02T12:13:34Z2023-03-02T12:13:34Z2023-02-16ARAÚJO, M. A. F. A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública. 2023. 308 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2023.http://repositorio.bc.ufg.br/tede/handle/tede/12660ark:/38995/0013000000c13The main objective of this research was to investigate collaborative practices and beliefs in the performance of English teachers for children in the public context. In addition, it was aimed at understanding both the theoretical and methodological perspectives that encompass teachers’ practices and their perceptions in relation to the collaborative practices. The investigation draws on studies related to the teaching of English for children, sociocultural theory, and its constructs - collaboration, interaction, and mediation in teacher education - and beliefs about teaching and learning foreign languages to children. From a methodological standpoint, it was carried out a case study between October 2019 and April 2021. The participants were four teachers who teach English in the public context of the Goiânia Municipal Education. As far as the data is concerned, it was used the following instruments: a) questionnaires; b) field notes and class observation; c) interviews; d) on-line collaborative sessions via Zoom platform; and e) narratives. From the data analysis, it was possible to infer that teachers both use beliefs about teaching ways that facitilate learning and beliefs about activities to children and promote meaningful experiences for their students. The analysis also indicate that contextual factors can change teachers' routine, leading them to shifts in their pedagogical practices. The discussion about collaborative sessions revealed that teachers, when participating in joint tasks, make use of strategies that mediate and facilitate such tasks. It was also able to identify the theoretical and methodological perspectives that permeate teachers' practice, such as choosing both methodologies – which are considered playful and bear collaborative tasks – and theoretical perspectives (e.g., teaching through repetition that little bring meaning to student learning). Teachers' perceptions about their participation in collaborative sessions, in turn, point to either change or maintenance of pedagogical practices. Thus, it may be argued that beliefs about the process of teaching and learning foreign languages for children and participation in collaborative practices in which teachers have the possibility to exchange experiences with their peers who work in the same context are important factors in the teachers’ education and that can help them in relation to their pedagogical practices for teaching English for children, that is, in the preparation of material, experiences exchange, and comparision of teaching contexts.O objetivo geral desta pesquisa foi investigar as práticas colaborativas e as crenças na atuação de professores de Inglês para crianças no contexto público de ensino. Além disso, buscamos também compreender as perspectivas teórico/metodológicas que abarcam as práticas dos docentes e as suas percepções em relação às práticas colaborativas. Como suporte teórico para nossa discussão, pautamo-nos por estudos que discutem o ensino de Inglês para crianças, a teoria sociocultural e seus construtos, como a colaboração, a interação e a mediação, na formação de professores, e as crenças sobre ensinar e aprender línguas estrangeiras para crianças. Do ponto de vista metodológico, realizamos um estudo de caso que ocorreu entre outubro de 2019 e abril de 2021. Participaram da investigação quatro professores atuantes no ensino de língua inglesa do contexto público da Rede Municipal de Ensino de Goiânia. Para a geração de dados, utilizamos os seguintes instrumentos: a) questionários; b) notas de campo e observação de aulas; c) entrevistas; d) sessões colaborativas on-line pela plataforma Zoom; e e) narrativas. A partir da análise dos dados, depreendemos que os professores se valem de crenças sobre meios que facilitam a aprendizagem da criança e crenças sobre os tipos de tarefas para serem aplicados para elas e que promovem um ensino significativo para seus alunos. Nossos dados também evidenciam que fatores contextuais podem alterar a rotina dos professores, levando-os a mudanças em sua prática pedagógica. A discussão sobre as sessões colaborativas nos mostrou que os professores, ao participarem de tarefas conjuntas, valem-se de estratégias que medeiam e facilitam essas tarefas. Identificamos as perspectivas teórico/metodológicas que permeiam a prática dos professores, como, por exemplo, a escolha de metodologias com o aspecto lúdico, as tarefas colaborativas e, ainda, perspectivas teóricas, como, por exemplo, o ensino por meio de repetição que pouco traz significado para a aprendizagem do aluno. As percepções dos professores sobre a sua participação nas sessões colaborativas, por sua vez, apontam mudanças e manutenção de práticas pedagógicas. Dessa forma, afirmamos que as crenças sobre o processo de ensinar e aprender línguas estrangeiras para crianças e a participação em práticas colaborativas em que os professores têm a possibilidade de trocar experiências com outros professores que atuam no mesmo contexto são fatores importantes no processo de formação docente e que podem ajudá-los em relação à sua prática pedagógica para o ensino de Inglês para crianças, ou seja, na elaboração de material, na troca de experiências e comparação de contextos de ensino.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2023-03-01T11:29:56Z No. of bitstreams: 2 Tese - Marco André Franco de Araújo - 2023.pdf: 11424951 bytes, checksum: 81df8c670898611d767de93037a508db (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2023-03-02T12:13:34Z (GMT) No. of bitstreams: 2 Tese - Marco André Franco de Araújo - 2023.pdf: 11424951 bytes, checksum: 81df8c670898611d767de93037a508db (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2023-03-02T12:13:34Z (GMT). No. of bitstreams: 2 Tese - Marco André Franco de Araújo - 2023.pdf: 11424951 bytes, checksum: 81df8c670898611d767de93037a508db (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2023-02-16porUniversidade Federal de GoiásPrograma de Pós-graduação em Letras e Linguística (FL)UFGBrasilFaculdade de Letras - FL (RMG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPráticas colaborativasCrenças sobre o ensino de inglês para criançasEnsino de Inglês para criançasCollaborative practicesBeliefs about english teaching to kidsEnglish teaching to kidsLINGUISTICA, LETRAS E ARTES::LINGUISTICAA colaboração e as crenças na prática docente de professores de inglês para crianças na escola públicaCollaboration and beliefs in teaching practice of English teachers for children at public schoolsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis6950050050018769reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALTese - Marco André Franco de Araújo - 2023.pdfTese - Marco André Franco de Araújo - 2023.pdfapplication/pdf11424951http://repositorio.bc.ufg.br/tede/bitstreams/c5640e9f-ed20-47ff-b66d-2c8fd87c6b4c/download81df8c670898611d767de93037a508dbMD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/73913c3c-1cc0-45c7-a6d9-e56845941ae5/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/6295dc54-57b3-44b1-9c2d-8b7c4c6fef7e/download4460e5956bc1d1639be9ae6146a50347MD52tede/126602023-03-02 09:13:34.663http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/12660http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2023-03-02T12:13:34Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública |
dc.title.alternative.eng.fl_str_mv |
Collaboration and beliefs in teaching practice of English teachers for children at public schools |
title |
A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública |
spellingShingle |
A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública Araújo, Marco André Franco de Práticas colaborativas Crenças sobre o ensino de inglês para crianças Ensino de Inglês para crianças Collaborative practices Beliefs about english teaching to kids English teaching to kids LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública |
title_full |
A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública |
title_fullStr |
A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública |
title_full_unstemmed |
A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública |
title_sort |
A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública |
author |
Araújo, Marco André Franco de |
author_facet |
Araújo, Marco André Franco de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Figueiredo, Francisco José Quaresma de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1701940743664871 |
dc.contributor.referee1.fl_str_mv |
Figueiredo, Francisco José Quaresma de |
dc.contributor.referee2.fl_str_mv |
Barcelos, Ana Maria Ferreira |
dc.contributor.referee3.fl_str_mv |
Tonelli, Juliana Reichert Assunção |
dc.contributor.referee4.fl_str_mv |
Carreira, Rosângela Aparecida Ribeiro |
dc.contributor.referee5.fl_str_mv |
Lago, Santinha Neuda Alves do |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7224612583214209 |
dc.contributor.author.fl_str_mv |
Araújo, Marco André Franco de |
contributor_str_mv |
Figueiredo, Francisco José Quaresma de Figueiredo, Francisco José Quaresma de Barcelos, Ana Maria Ferreira Tonelli, Juliana Reichert Assunção Carreira, Rosângela Aparecida Ribeiro Lago, Santinha Neuda Alves do |
dc.subject.por.fl_str_mv |
Práticas colaborativas Crenças sobre o ensino de inglês para crianças Ensino de Inglês para crianças |
topic |
Práticas colaborativas Crenças sobre o ensino de inglês para crianças Ensino de Inglês para crianças Collaborative practices Beliefs about english teaching to kids English teaching to kids LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
Collaborative practices Beliefs about english teaching to kids English teaching to kids |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
The main objective of this research was to investigate collaborative practices and beliefs in the performance of English teachers for children in the public context. In addition, it was aimed at understanding both the theoretical and methodological perspectives that encompass teachers’ practices and their perceptions in relation to the collaborative practices. The investigation draws on studies related to the teaching of English for children, sociocultural theory, and its constructs - collaboration, interaction, and mediation in teacher education - and beliefs about teaching and learning foreign languages to children. From a methodological standpoint, it was carried out a case study between October 2019 and April 2021. The participants were four teachers who teach English in the public context of the Goiânia Municipal Education. As far as the data is concerned, it was used the following instruments: a) questionnaires; b) field notes and class observation; c) interviews; d) on-line collaborative sessions via Zoom platform; and e) narratives. From the data analysis, it was possible to infer that teachers both use beliefs about teaching ways that facitilate learning and beliefs about activities to children and promote meaningful experiences for their students. The analysis also indicate that contextual factors can change teachers' routine, leading them to shifts in their pedagogical practices. The discussion about collaborative sessions revealed that teachers, when participating in joint tasks, make use of strategies that mediate and facilitate such tasks. It was also able to identify the theoretical and methodological perspectives that permeate teachers' practice, such as choosing both methodologies – which are considered playful and bear collaborative tasks – and theoretical perspectives (e.g., teaching through repetition that little bring meaning to student learning). Teachers' perceptions about their participation in collaborative sessions, in turn, point to either change or maintenance of pedagogical practices. Thus, it may be argued that beliefs about the process of teaching and learning foreign languages for children and participation in collaborative practices in which teachers have the possibility to exchange experiences with their peers who work in the same context are important factors in the teachers’ education and that can help them in relation to their pedagogical practices for teaching English for children, that is, in the preparation of material, experiences exchange, and comparision of teaching contexts. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-03-02T12:13:34Z |
dc.date.available.fl_str_mv |
2023-03-02T12:13:34Z |
dc.date.issued.fl_str_mv |
2023-02-16 |
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 |
ARAÚJO, M. A. F. A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública. 2023. 308 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2023. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/12660 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000000c13 |
identifier_str_mv |
ARAÚJO, M. A. F. A colaboração e as crenças na prática docente de professores de inglês para crianças na escola pública. 2023. 308 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2023. ark:/38995/0013000000c13 |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/12660 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
69 |
dc.relation.confidence.fl_str_mv |
500 500 500 |
dc.relation.department.fl_str_mv |
18 |
dc.relation.cnpq.fl_str_mv |
769 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Letras e Linguística (FL) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Letras - FL (RMG) |
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 |
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Universidade Federal de Goiás (UFG) |
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UFG |
institution |
UFG |
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Repositório Institucional da UFG |
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