Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/6709 |
Resumo: | This study focuses on the continued education of English teachers from Brazilian public schools and aims at investigating the implications of the participation of ten teachers in a Professional Development Program for English Teachers, promoted and funded by Capes in partnership with Fulbright and the Embassy of the United States in Brazil, carried out in the United States, identifing and analyzing the reasons that led these teachers to invest and compete for one of the places offered for the program and also eliciting how the selected teachers experienced it, studying in that country. Narratives of their academic and professional lives, questionnaires and individual interviews constituted the data used in this research. A qualitative approach was adopted in order to collect and analyze data, according to Fetterman (1998). This case study was conducted with the participation of ten teachers, enrolled in three different editions of the program: January, 2012; June, 2012; and June, 2013. The data was analyzed in the light of studies on continued teacher training in a temporal/historical perspective (ALMEIDA FILHO, 1997; CELANI, 2010) and its theoretical developments of continued teacher training for a global society (KUMARAVADIVELU, 2012), as well as on social identity and the notion of investment (NORTON, 2000). The results point out the fact that the English teachers invested to participate in this Program mainly for personal accomplishment reasons through cultural experience, language/communication practice and methodological update. Results also show that continued training courses offered by the universities in the United States for PDPI have occurred in the form of methodological training, thus reinforcing the ideology that training on teaching techniques can be a solution for their teaching problems. Therefore, critical education was not adopted as an educational approach in any of courses from the universities surveyed. As a result, a number of factors continue to nourish the ideology that holds native speakers as reference and orientation towards language learning, which maintains the status quo of the English language upon the basis of ideological imperialism. Nevertheless, all participants evaluated the program positively, once their needs and expectations were met. Moreover, regarding the implications of their participation in the program, the experience has motivated them to improve their lessons regarding the use of English in class, as they returned more confident of their linguistic/communicative potential in the language. They have also gained from the use of various teaching tools and technologies to which they had been exposed to during the program. In addition, the experience has motivated them to seek more training in post-graduate programs. |
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Ferreira, Maria Cristina Faria Dalacortehttp://lattes.cnpq.br/9262323548559269Ferreira, Maria Cristina Faria Dalacortehttp://lattes.cnpq.br/9262323548559269Romero, Tânia Regina de SouzaAlmeida, Fabíola Aparecida Sartin Dutra ParreiraPreuss, Elena OrtizSouza, Agostinho Potenciano dehttp://lattes.cnpq.br/3053531163464109Cruvinel, Roberta Carvalho2017-01-11T09:53:09Z2016-09-26CRUVINEL, R. C. Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso. 2016. 210 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016.http://repositorio.bc.ufg.br/tede/handle/tede/6709ark:/38995/0013000000kzcThis study focuses on the continued education of English teachers from Brazilian public schools and aims at investigating the implications of the participation of ten teachers in a Professional Development Program for English Teachers, promoted and funded by Capes in partnership with Fulbright and the Embassy of the United States in Brazil, carried out in the United States, identifing and analyzing the reasons that led these teachers to invest and compete for one of the places offered for the program and also eliciting how the selected teachers experienced it, studying in that country. Narratives of their academic and professional lives, questionnaires and individual interviews constituted the data used in this research. A qualitative approach was adopted in order to collect and analyze data, according to Fetterman (1998). This case study was conducted with the participation of ten teachers, enrolled in three different editions of the program: January, 2012; June, 2012; and June, 2013. The data was analyzed in the light of studies on continued teacher training in a temporal/historical perspective (ALMEIDA FILHO, 1997; CELANI, 2010) and its theoretical developments of continued teacher training for a global society (KUMARAVADIVELU, 2012), as well as on social identity and the notion of investment (NORTON, 2000). The results point out the fact that the English teachers invested to participate in this Program mainly for personal accomplishment reasons through cultural experience, language/communication practice and methodological update. Results also show that continued training courses offered by the universities in the United States for PDPI have occurred in the form of methodological training, thus reinforcing the ideology that training on teaching techniques can be a solution for their teaching problems. Therefore, critical education was not adopted as an educational approach in any of courses from the universities surveyed. As a result, a number of factors continue to nourish the ideology that holds native speakers as reference and orientation towards language learning, which maintains the status quo of the English language upon the basis of ideological imperialism. Nevertheless, all participants evaluated the program positively, once their needs and expectations were met. Moreover, regarding the implications of their participation in the program, the experience has motivated them to improve their lessons regarding the use of English in class, as they returned more confident of their linguistic/communicative potential in the language. They have also gained from the use of various teaching tools and technologies to which they had been exposed to during the program. In addition, the experience has motivated them to seek more training in post-graduate programs.Este estudo tem como foco a formação continuada de professores de inglês da rede pública brasileira, com a finalidade de investigar as implicações da participação de dez professores no Programa de Desenvolvimento Profissional para Professores de Língua Inglesa (doravante PDPI), promovido e custeado pela Capes em parceria com a Fullbright e a Embaixada dos Estados Unidos da América no Brasil, realizado nos Estados Unidos da América. Para isso, busquei identificar e analisar os motivos que levaram os professores participantes desta pesquisa a investirem para concorrer a uma das vagas oferecidas para tal curso e como se deu a experiência dos professores selecionados, estudando naquele país, a partir de narrativas sobre sua vida acadêmica e profissional, questionários e entrevistas individuais. Adotando uma abordagem qualitativa de coleta e análise dos dados segundo Fetterman (1998), este estudo de caso foi conduzido com a participação de dez professores participantes de três diferentes edições de oferecimento do curso, a saber, janeiro de 2012, junho de 2012 e junho de 2013. Os dados obtidos foram analisados à luz de estudos sobre formação continuada de professores na perspectiva temporal histórica (ALMEIDA FILHO, 1997; CELANI, 2010) e seus desdobramentos teóricos de formação continuada de professores para uma sociedade global (KUMARAVADIVELU, 2012), bem como sobre identidade social e a noção de investimento (NORTON, 2000). Os resultados apontam para o fato de que os professores de Língua Inglesa investiram para participarem do Programa de Desenvolvimento Profissional nos Estados Unidos da América, principalmente a fim de terem uma realização pessoal através da vivência cultural, prática linguístico/comunicativa, bem como atualização metodológica. Além disso, observei que os cursos de formação continuada propostos por universidades dos Estados Unidos da América para o PDPI ocorreram na forma de treinamento metodológico, reforçando, assim, a ideologia de que o treinamento de técnicas de ensino apresenta-se como a solução dos problemas. Sendo assim, foi possível constatar que a formação pela e para a reflexão e crítica não foi uma meta educacional almejada em nenhuma das universidades pesquisadas. Como consequência disso, uma série de fatores continua a nutrir a ideologia do falante nativo como norte ou referência para a aprendizagem de línguas, e que se constitui na manutenção do status quo da língua inglesa sob as bases do imperialismo ideológico. No entanto, os participantes avaliaram de forma positiva o curso, pois atendeu suas necessidades e expectativas. Quanto às implicações da participação dos professores de língua inglesa no curso, observei que a experiência motivou-os a incrementarem suas aulas tanto com o uso mais constante da língua inglesa em sala, pois voltaram mais confiantes de seus potenciais linguístico/comunicativo na língua, quanto com a utilização de diferentes ferramentas pedagógicas, bem como tecnológicas, às quais foram expostos durante o curso. 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dc.title.por.fl_str_mv |
Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso |
dc.title.alternative.eng.fl_str_mv |
English teachers from brazilian public school system in a continued teacher education program in the USA: a case study |
title |
Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso |
spellingShingle |
Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso Cruvinel, Roberta Carvalho Formação continuada Professores de inglês da rede pública brasileira Programa de desenvolvimento profissional nos Estados Unidos da América Continued education English teachers from brazilian public school system Professional development program in the United States of America LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso |
title_full |
Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso |
title_fullStr |
Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso |
title_full_unstemmed |
Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso |
title_sort |
Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso |
author |
Cruvinel, Roberta Carvalho |
author_facet |
Cruvinel, Roberta Carvalho |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ferreira, Maria Cristina Faria Dalacorte |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9262323548559269 |
dc.contributor.referee1.fl_str_mv |
Ferreira, Maria Cristina Faria Dalacorte |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9262323548559269 |
dc.contributor.referee2.fl_str_mv |
Romero, Tânia Regina de Souza |
dc.contributor.referee3.fl_str_mv |
Almeida, Fabíola Aparecida Sartin Dutra Parreira |
dc.contributor.referee4.fl_str_mv |
Preuss, Elena Ortiz |
dc.contributor.referee5.fl_str_mv |
Souza, Agostinho Potenciano de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3053531163464109 |
dc.contributor.author.fl_str_mv |
Cruvinel, Roberta Carvalho |
contributor_str_mv |
Ferreira, Maria Cristina Faria Dalacorte Ferreira, Maria Cristina Faria Dalacorte Romero, Tânia Regina de Souza Almeida, Fabíola Aparecida Sartin Dutra Parreira Preuss, Elena Ortiz Souza, Agostinho Potenciano de |
dc.subject.por.fl_str_mv |
Formação continuada Professores de inglês da rede pública brasileira Programa de desenvolvimento profissional nos Estados Unidos da América |
topic |
Formação continuada Professores de inglês da rede pública brasileira Programa de desenvolvimento profissional nos Estados Unidos da América Continued education English teachers from brazilian public school system Professional development program in the United States of America LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Continued education English teachers from brazilian public school system Professional development program in the United States of America |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This study focuses on the continued education of English teachers from Brazilian public schools and aims at investigating the implications of the participation of ten teachers in a Professional Development Program for English Teachers, promoted and funded by Capes in partnership with Fulbright and the Embassy of the United States in Brazil, carried out in the United States, identifing and analyzing the reasons that led these teachers to invest and compete for one of the places offered for the program and also eliciting how the selected teachers experienced it, studying in that country. Narratives of their academic and professional lives, questionnaires and individual interviews constituted the data used in this research. A qualitative approach was adopted in order to collect and analyze data, according to Fetterman (1998). This case study was conducted with the participation of ten teachers, enrolled in three different editions of the program: January, 2012; June, 2012; and June, 2013. The data was analyzed in the light of studies on continued teacher training in a temporal/historical perspective (ALMEIDA FILHO, 1997; CELANI, 2010) and its theoretical developments of continued teacher training for a global society (KUMARAVADIVELU, 2012), as well as on social identity and the notion of investment (NORTON, 2000). The results point out the fact that the English teachers invested to participate in this Program mainly for personal accomplishment reasons through cultural experience, language/communication practice and methodological update. Results also show that continued training courses offered by the universities in the United States for PDPI have occurred in the form of methodological training, thus reinforcing the ideology that training on teaching techniques can be a solution for their teaching problems. Therefore, critical education was not adopted as an educational approach in any of courses from the universities surveyed. As a result, a number of factors continue to nourish the ideology that holds native speakers as reference and orientation towards language learning, which maintains the status quo of the English language upon the basis of ideological imperialism. Nevertheless, all participants evaluated the program positively, once their needs and expectations were met. Moreover, regarding the implications of their participation in the program, the experience has motivated them to improve their lessons regarding the use of English in class, as they returned more confident of their linguistic/communicative potential in the language. They have also gained from the use of various teaching tools and technologies to which they had been exposed to during the program. In addition, the experience has motivated them to seek more training in post-graduate programs. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-09-26 |
dc.date.accessioned.fl_str_mv |
2017-01-11T09:53:09Z |
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 |
CRUVINEL, R. C. Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso. 2016. 210 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/6709 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000000kzc |
identifier_str_mv |
CRUVINEL, R. C. Professores de língua inglesa de escolas públicas brasileiras em um programa de formação continuada nos EUA: um estudo de caso. 2016. 210 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016. ark:/38995/0013000000kzc |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/6709 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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600 600 600 600 |
dc.relation.department.fl_str_mv |
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dc.relation.cnpq.fl_str_mv |
-5409419262886498088 |
dc.relation.sponsorship.fl_str_mv |
2075167498588264571 |
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UFG |
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Brasil |
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Universidade Federal de Goiás |
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