CRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFN
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Universidade Franciscana |
Texto Completo: | http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1268 |
Resumo: | This master's thesis aims to analyze teachers' beliefs regarding remote teaching during the COVID-19 pandemic, using as corpus the texts produced for a report book on the experiences of the Pedagogical Residency program at UFN, published by Editora Fi. The research is based on the application of the evaluativity system, a theoretical methodological approach developed by Martin and White (2005), to map and classify the linguistic indices that denote teachers' attitudes, distinguishing between affect, judgment, and appreciation. Additionally, it seeks to reclassify these indices into emerging belief categories, culminating in the discussion of the perceptions revealed by the data. The adopted methodology consists of qualitative analysis of the texts produced by teachers participating in the Pedagogical Residency program, focusing on the identification and classification of linguistic indices expressing affect, judgment, and appreciation. These indices are then grouped into categories of emerging beliefs, which are analyzed and discussed in relation to the research objectives. The results of the research reveal a diversity of beliefs among teachers regarding remote teaching during the pandemic, ranging from feelings of frustration and overload to recognition of the learning and professional development opportunities provided by this challenging context. The analysis of teachers' beliefs contributes to a deeper understanding of the challenges faced and the strategies adopted in the context of remote teaching. The relevance of this research lies in its contribution to reflecting on initial and continuing teacher education, especially in the context of remote teaching. Understanding educators' beliefs is crucial for improving educational systems locally and globally. Moreover, the study fits within the field of languages, providing an in depth view of the role of language in all aspects of human life, which is fundamental for Applied Linguistics. Finally, this dissertation contributes to enhancing teaching practice and the development of educational systems in a context of remote teaching during the pandemic. By understanding teachers' beliefs and their implications for pedagogical practice, it is hoped to promote a more inclusive, equitable, and effective education for all students. |
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Bortoluzzi, Valeria IensenKist , Liane BatistelaGhisleni , Tais SteffenelloLeão, Mirca Mendes2024-07-31T12:23:49Z2024-01-05Leão, Mirca Mendes. CRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFN. 2024. 65f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS.http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1268This master's thesis aims to analyze teachers' beliefs regarding remote teaching during the COVID-19 pandemic, using as corpus the texts produced for a report book on the experiences of the Pedagogical Residency program at UFN, published by Editora Fi. The research is based on the application of the evaluativity system, a theoretical methodological approach developed by Martin and White (2005), to map and classify the linguistic indices that denote teachers' attitudes, distinguishing between affect, judgment, and appreciation. Additionally, it seeks to reclassify these indices into emerging belief categories, culminating in the discussion of the perceptions revealed by the data. The adopted methodology consists of qualitative analysis of the texts produced by teachers participating in the Pedagogical Residency program, focusing on the identification and classification of linguistic indices expressing affect, judgment, and appreciation. These indices are then grouped into categories of emerging beliefs, which are analyzed and discussed in relation to the research objectives. The results of the research reveal a diversity of beliefs among teachers regarding remote teaching during the pandemic, ranging from feelings of frustration and overload to recognition of the learning and professional development opportunities provided by this challenging context. The analysis of teachers' beliefs contributes to a deeper understanding of the challenges faced and the strategies adopted in the context of remote teaching. The relevance of this research lies in its contribution to reflecting on initial and continuing teacher education, especially in the context of remote teaching. Understanding educators' beliefs is crucial for improving educational systems locally and globally. Moreover, the study fits within the field of languages, providing an in depth view of the role of language in all aspects of human life, which is fundamental for Applied Linguistics. Finally, this dissertation contributes to enhancing teaching practice and the development of educational systems in a context of remote teaching during the pandemic. By understanding teachers' beliefs and their implications for pedagogical practice, it is hoped to promote a more inclusive, equitable, and effective education for all students.Esta dissertação de mestrado tem como objetivo principal a análise das crenças dos professores em relação ao ensino remoto durante a pandemia de COVID-19, utilizando como corpus os textos produzidos para um livro relatório das experiências do programa Residência Pedagógica da UFN, publicado pela Editora Fi. A pesquisa se baseia na aplicação do sistema de avaliatividade, uma abordagem teórico metodológica desenvolvida por Martin e White (2005), para mapear e classificar os índices linguísticos que denotam atitudes dos professores, distinguindo entre afeto, julgamento e apreciação. Além disso, busca-se reclassificar esses índices em categorias de crenças emergentes, culminando na discussão das percepções reveladas pelos dados. A metodologia adotada consiste na análise qualitativa dos textos produzidos pelos professores participantes do programa Residência Pedagógica, com foco na identificação e classificação dos índices linguísticos que expressam afeto, julgamento e apreciação. Em seguida, esses índices são agrupados em categorias de crenças emergentes, que são analisadas e discutidas em relação aos objetivos da pesquisa. Os resultados da pesquisa revelam uma diversidade de crenças entre os professores em relação ao ensino remoto durante a pandemia, abrangendo desde sentimentos de frustração e sobrecarga até reconhecimento das oportunidades de aprendizado e desenvolvimento profissional proporcionadas por esse contexto desafiador. A análise das crenças dos professores contribui para uma compreensão mais profunda dos desafios enfrentados e das estratégias adotadas no contexto do ensino remoto. A relevância desta pesquisa reside na contribuição para a reflexão sobre a formação inicial e continuada de professores, especialmente no contexto do ensino remoto. Compreender as crenças dos educadores é crucial para aprimorar os sistemas educacionais em âmbito local e global. Além disso, o estudo se insere na área de linguagens, proporcionando uma visão aprofundada sobre o papel da linguagem em todos os aspectos da vida humana, o que é fundamental para a Linguística Aplicada. Por fim, esta dissertação contribui para aprimorar a prática docente e o desenvolvimento dos sistemas educacionais em um contexto de ensino remoto em tempos de pandemia. Ao compreender as crenças dos professores e suas implicações para a prática pedagógica, espera-se promover uma educação mais inclusiva, equitativa e eficaz para todos os alunos.Submitted by Clarice Rosa Machado (clarice.machado@ufn.edu.br) on 2024-07-31T12:23:49Z No. of bitstreams: 1 Mirca_OK_sem_assinaturas_65f.pdf: 823145 bytes, checksum: 94bd098f100c38ded0adbe4c33fa8a65 (MD5)Made available in DSpace on 2024-07-31T12:23:49Z (GMT). No. of bitstreams: 1 Mirca_OK_sem_assinaturas_65f.pdf: 823145 bytes, checksum: 94bd098f100c38ded0adbe4c33fa8a65 (MD5) Previous issue date: 2024-01-05application/pdfhttp://www.tede.universidadefranciscana.edu.br:8080/retrieve/11498/Mirca_OK_sem_assinaturas_65f.pdf.jpgporUniversidade FranciscanaMestrado Acadêmico em Ensino de Humanidades e LinguagensUFNBrasilEnsino de Humanidades e Linguagenshttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCrenças; Professores; COVID- 19; Educação Digital; Linguagens.Beliefs; Teachers; COVID-19; Digital Education; Languages.Humanidades e LinguagensCRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFNinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Repositório Institucional Universidade Franciscanainstname:Universidade Franciscana (UFN)instacron:UFNTHUMBNAILMirca_OK_sem_assinaturas_65f.pdf.jpgMirca_OK_sem_assinaturas_65f.pdf.jpgimage/jpeg3294http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/1268/4/Mirca_OK_sem_assinaturas_65f.pdf.jpgd6caa0f9cad9d18b750673347a558477MD54TEXTMirca_OK_sem_assinaturas_65f.pdf.txtMirca_OK_sem_assinaturas_65f.pdf.txttext/plain137162http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/1268/3/Mirca_OK_sem_assinaturas_65f.pdf.txt3c4628b5666e98e5bf394122cbcc2e19MD53ORIGINALMirca_OK_sem_assinaturas_65f.pdfMirca_OK_sem_assinaturas_65f.pdfapplication/pdf823145http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/1268/2/Mirca_OK_sem_assinaturas_65f.pdf94bd098f100c38ded0adbe4c33fa8a65MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8310http://tede.universidadefranciscana.edu.br:8080/bitstream/UFN-BDTD/1268/1/license.txt7dc66ddb96829ff34b56b1a92c851bcdMD51UFN-BDTD/12682024-08-01 01:00:10.146oai:tede.universidadefranciscana.edu.br:UFN-BDTD/1268RXN0ZSB0cmFiYWxobyBzZXLDoSBsaWNlbmNpYWRvIHNvYiBhIExpY2Vuw6dhIEF0cmlidWnDp8Ojby1Ow6NvQ29tZXJjaWFsLVNlbURlcml2YcOnw7VlcyA0LjAgSW50ZXJuYWNpb25hbCBDcmVhdGl2ZSBDb21tb25zLiBQYXJhIHZpc3VhbGl6YXIgdW1hIGPDs3BpYSBkZXN0YSBsaWNlbsOnYSwgdmlzaXRlIGh0dHA6Ly9jcmVhdGl2ZWNvbW1vbnMub3JnL2xpY2Vuc2VzL2J5LW5jLW5kLzQuMC8gb3UgbWFuZGUgdW1hIGNhcnRhIHBhcmEgQ3JlYXRpdmUgQ29tbW9ucywgUE8gQm94IDE4NjYsIE1vdW50YWluIFZpZXcsIENBIDk0MDQyLCBVU0EuCg==Biblioteca Digital de Monografiahttp://www.tede.universidadefranciscana.edu.br:8080/PRIhttp://www.tede.universidadefranciscana.edu.br:8080/oai/requestbiblioteca@ufn.edu.bropendoar:http://www.tede.universidadefranciscana.edu.br:8080/oai/request2024-08-01T04:00:10Repositório Institucional Universidade Franciscana - Universidade Franciscana (UFN)false |
dc.title.por.fl_str_mv |
CRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFN |
title |
CRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFN |
spellingShingle |
CRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFN Leão, Mirca Mendes Crenças; Professores; COVID- 19; Educação Digital; Linguagens. Beliefs; Teachers; COVID-19; Digital Education; Languages. Humanidades e Linguagens |
title_short |
CRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFN |
title_full |
CRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFN |
title_fullStr |
CRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFN |
title_full_unstemmed |
CRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFN |
title_sort |
CRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFN |
author |
Leão, Mirca Mendes |
author_facet |
Leão, Mirca Mendes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bortoluzzi, Valeria Iensen |
dc.contributor.referee1.fl_str_mv |
Kist , Liane Batistela |
dc.contributor.referee2.fl_str_mv |
Ghisleni , Tais Steffenello |
dc.contributor.author.fl_str_mv |
Leão, Mirca Mendes |
contributor_str_mv |
Bortoluzzi, Valeria Iensen Kist , Liane Batistela Ghisleni , Tais Steffenello |
dc.subject.por.fl_str_mv |
Crenças; Professores; COVID- 19; Educação Digital; Linguagens. |
topic |
Crenças; Professores; COVID- 19; Educação Digital; Linguagens. Beliefs; Teachers; COVID-19; Digital Education; Languages. Humanidades e Linguagens |
dc.subject.eng.fl_str_mv |
Beliefs; Teachers; COVID-19; Digital Education; Languages. |
dc.subject.cnpq.fl_str_mv |
Humanidades e Linguagens |
description |
This master's thesis aims to analyze teachers' beliefs regarding remote teaching during the COVID-19 pandemic, using as corpus the texts produced for a report book on the experiences of the Pedagogical Residency program at UFN, published by Editora Fi. The research is based on the application of the evaluativity system, a theoretical methodological approach developed by Martin and White (2005), to map and classify the linguistic indices that denote teachers' attitudes, distinguishing between affect, judgment, and appreciation. Additionally, it seeks to reclassify these indices into emerging belief categories, culminating in the discussion of the perceptions revealed by the data. The adopted methodology consists of qualitative analysis of the texts produced by teachers participating in the Pedagogical Residency program, focusing on the identification and classification of linguistic indices expressing affect, judgment, and appreciation. These indices are then grouped into categories of emerging beliefs, which are analyzed and discussed in relation to the research objectives. The results of the research reveal a diversity of beliefs among teachers regarding remote teaching during the pandemic, ranging from feelings of frustration and overload to recognition of the learning and professional development opportunities provided by this challenging context. The analysis of teachers' beliefs contributes to a deeper understanding of the challenges faced and the strategies adopted in the context of remote teaching. The relevance of this research lies in its contribution to reflecting on initial and continuing teacher education, especially in the context of remote teaching. Understanding educators' beliefs is crucial for improving educational systems locally and globally. Moreover, the study fits within the field of languages, providing an in depth view of the role of language in all aspects of human life, which is fundamental for Applied Linguistics. Finally, this dissertation contributes to enhancing teaching practice and the development of educational systems in a context of remote teaching during the pandemic. By understanding teachers' beliefs and their implications for pedagogical practice, it is hoped to promote a more inclusive, equitable, and effective education for all students. |
publishDate |
2024 |
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2024-07-31T12:23:49Z |
dc.date.issued.fl_str_mv |
2024-01-05 |
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Leão, Mirca Mendes. CRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFN. 2024. 65f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS. |
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http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1268 |
identifier_str_mv |
Leão, Mirca Mendes. CRENÇAS DOCENTES SOBRE ENSINO REMOTO NO CONTEXTO DA RESIDÊNCIA PEDAGÓGICA DA UFN. 2024. 65f. Dissertação( Mestrado Acadêmico em Ensino de Humanidades e Linguagens) - Universidade Franciscana, Santa Maria - RS. |
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