Normalizar para agir ou agir para normalizar? movimentos para uma compreensão do agir docente a distância
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/21532 |
Resumo: | On-line teaching, although not being something new, still finds a context in which there are no consolidated normalizations that regulate and/or guide teacher's actions. The main goal of this study is to investigate the renormalizations evidenced in the texts/discourses of the teachers who work in Distance Education (DE) in the distance learning degree in Portuguese Language at the Federal Institute of Education, Science and Technology of Paraíba (IFPB). The specific objectives are: to investigate the representations of teachers about the professional teaching gender in Distance Education; to evidence and analyze which reinterpretations and renormalizations the teacher makes based on the face-to-face classroom to work in the virtual environment; and to identify the teacher's movement towards understanding his / her acting from the virtual environment experience itself. This study - situated in the investigative field of Applied Linguistics and affiliated with the Grupo de Estudos em Letramentos, Interação e Trabalho (GELIT / UFPB) – is based on the perpective of Sociodiscursive Interactionism (BRONCKART, 2006, 2008, 2009 [1999]), and the Clinic of Activity (CLOT, 2007 [1999], 2010 [2008]). Data generation for this research was carried out through a focus group meeting, based on a semi-structured interview that served as a guide for the discussions. The collaborating teachers were all members of the IFPB faculty. Data analysis, with a qualitativeinterpretative bias, was developed using the types of discourse and the dimensions of action (BRONCKART, 2006, 2009 [1999]). The main results point to the renormalizations that teachers make to act, which are based on their experience in traditional classroom teaching, and to the creation of new rules to be followed. Such findings indicate the urgency of professional teacher training courses to work in the virtual teaching context that contemplates both technical aspects, in this case, related to the Moodle platform, as well as pedagogical aspects such as virtual interaction, time management, definition of what a virtual class is, among other themes. Therefore, teachers make three movements for the construction of meanings begining with an understanding of what teaching work in distance education is; then, they resignify and renormalize their experience of teaching face-to-face to act in the virtual classroom; and finally, develop an understanding of teaching practice in distance education based on the virtual environment experience. |
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Normalizar para agir ou agir para normalizar? movimentos para uma compreensão do agir docente a distânciaLinguística aplicadaEducação a distânciaInteracionismo sociodiscursivoAgir docenteRenormalizaçãoApplied linguisticsDistance educationSociodiscursive interactionismTeaching actionRenormalizationCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAOn-line teaching, although not being something new, still finds a context in which there are no consolidated normalizations that regulate and/or guide teacher's actions. The main goal of this study is to investigate the renormalizations evidenced in the texts/discourses of the teachers who work in Distance Education (DE) in the distance learning degree in Portuguese Language at the Federal Institute of Education, Science and Technology of Paraíba (IFPB). The specific objectives are: to investigate the representations of teachers about the professional teaching gender in Distance Education; to evidence and analyze which reinterpretations and renormalizations the teacher makes based on the face-to-face classroom to work in the virtual environment; and to identify the teacher's movement towards understanding his / her acting from the virtual environment experience itself. This study - situated in the investigative field of Applied Linguistics and affiliated with the Grupo de Estudos em Letramentos, Interação e Trabalho (GELIT / UFPB) – is based on the perpective of Sociodiscursive Interactionism (BRONCKART, 2006, 2008, 2009 [1999]), and the Clinic of Activity (CLOT, 2007 [1999], 2010 [2008]). Data generation for this research was carried out through a focus group meeting, based on a semi-structured interview that served as a guide for the discussions. The collaborating teachers were all members of the IFPB faculty. Data analysis, with a qualitativeinterpretative bias, was developed using the types of discourse and the dimensions of action (BRONCKART, 2006, 2009 [1999]). The main results point to the renormalizations that teachers make to act, which are based on their experience in traditional classroom teaching, and to the creation of new rules to be followed. Such findings indicate the urgency of professional teacher training courses to work in the virtual teaching context that contemplates both technical aspects, in this case, related to the Moodle platform, as well as pedagogical aspects such as virtual interaction, time management, definition of what a virtual class is, among other themes. Therefore, teachers make three movements for the construction of meanings begining with an understanding of what teaching work in distance education is; then, they resignify and renormalize their experience of teaching face-to-face to act in the virtual classroom; and finally, develop an understanding of teaching practice in distance education based on the virtual environment experience.NenhumaA docência online, apesar de não ser nova, ainda encontra um contexto de atuação no qual não há normalizações consolidadas que regulem e/ou norteiem o agir do professor. Esta tese tem como principal objetivo investigar as renormalizações evidenciadas nos textos/discursos dos docentes que atuam na Educação a Distância (EaD) no curso de Licenciatura em Letras a distância com habilitação em Língua Portuguesa do Instituto Federal de Educação, Ciência e Tecnologia da Paraíba (IFPB). Os objetivos específicos são: investigar as representações de professores acerca do gênero profissional docente na Educação a Distância; evidenciar e analisar quais ressignificações e renormalizações o professor faz, partindo do ensino presencial para agir no ensino virtual; e identificar o movimento do professor em direção à compreensão do seu agir no virtual, a partir do próprio ambiente virtual. Nesta tese – situada no campo investigativo da Linguística Aplicada (LA) e filiada ao Grupo de Estudos em Letramentos, Interação e Trabalho (GELIT/UFPB) – utiliza-se o quadro teórico-metodológico do Interacionismo Sociodiscursivo (BRONCKART, 2006, 2008, 2009 [1999]), em conjunto com a Clínica da Atividade (CLOT, 2007 [1999], 2010 [2008]). A geração dos dados desta pesquisa foi realizada por meio de um encontro de grupo focal, a partir de uma entrevista semiestruturada que serviu como guia para as discussões. As professoras colaboradoras eram todas pertencentes ao quadro docente de professores efetivos do IFPB. A análise dos dados, de viés qualitativointerpretativista, foi desenvolvida, utilizando-se os tipos de discurso e as dimensões do agir (BRONCKART, 2006, 2009 [1999]). Os resultados principais apontam para renormalizações que as professoras fazem para o agir, a partir de sua experiência no ensino presencial, e para a criação de novas normas para as quais não há parâmetros a serem seguidos. Tais achados indicam a premência de cursos de formação profissional docente para atuar no contexto virtual de ensino que contemple tanto questões técnicas, nesse caso, relacionadas à plataforma Moodle, quanto aspectos pedagógicos, tais como interação virtual, gerenciamento de tempo, definição do meio aula, entre outras temáticas. Portanto, as professoras fazem três movimentos para a construção de sentidos, que se inicia com uma compreensão do trabalho docente na EaD; em seguida, criam-se ressignificações e renormalizações do ensino presencial para agir no virtual; e, por fim, desenvolve-se uma compreensão da prática docente na Educação a Distância, a partir do próprio ambiente virtual.Universidade Federal da ParaíbaBrasilLinguísticaPrograma de Pós-Graduação em LinguísticaUFPBMedrado, Betânia Passoshttp://lattes.cnpq.br/8414037517327998Araújo, Gerthrudes Hellena Cavalcante de2021-12-09T19:02:50Z2021-08-032021-12-09T19:02:50Z2020-02-10info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/21532porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2022-08-09T16:42:08Zoai:repositorio.ufpb.br:123456789/21532Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2022-08-09T16:42:08Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Normalizar para agir ou agir para normalizar? movimentos para uma compreensão do agir docente a distância |
title |
Normalizar para agir ou agir para normalizar? movimentos para uma compreensão do agir docente a distância |
spellingShingle |
Normalizar para agir ou agir para normalizar? movimentos para uma compreensão do agir docente a distância Araújo, Gerthrudes Hellena Cavalcante de Linguística aplicada Educação a distância Interacionismo sociodiscursivo Agir docente Renormalização Applied linguistics Distance education Sociodiscursive interactionism Teaching action Renormalization CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Normalizar para agir ou agir para normalizar? movimentos para uma compreensão do agir docente a distância |
title_full |
Normalizar para agir ou agir para normalizar? movimentos para uma compreensão do agir docente a distância |
title_fullStr |
Normalizar para agir ou agir para normalizar? movimentos para uma compreensão do agir docente a distância |
title_full_unstemmed |
Normalizar para agir ou agir para normalizar? movimentos para uma compreensão do agir docente a distância |
title_sort |
Normalizar para agir ou agir para normalizar? movimentos para uma compreensão do agir docente a distância |
author |
Araújo, Gerthrudes Hellena Cavalcante de |
author_facet |
Araújo, Gerthrudes Hellena Cavalcante de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Medrado, Betânia Passos http://lattes.cnpq.br/8414037517327998 |
dc.contributor.author.fl_str_mv |
Araújo, Gerthrudes Hellena Cavalcante de |
dc.subject.por.fl_str_mv |
Linguística aplicada Educação a distância Interacionismo sociodiscursivo Agir docente Renormalização Applied linguistics Distance education Sociodiscursive interactionism Teaching action Renormalization CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
topic |
Linguística aplicada Educação a distância Interacionismo sociodiscursivo Agir docente Renormalização Applied linguistics Distance education Sociodiscursive interactionism Teaching action Renormalization CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
On-line teaching, although not being something new, still finds a context in which there are no consolidated normalizations that regulate and/or guide teacher's actions. The main goal of this study is to investigate the renormalizations evidenced in the texts/discourses of the teachers who work in Distance Education (DE) in the distance learning degree in Portuguese Language at the Federal Institute of Education, Science and Technology of Paraíba (IFPB). The specific objectives are: to investigate the representations of teachers about the professional teaching gender in Distance Education; to evidence and analyze which reinterpretations and renormalizations the teacher makes based on the face-to-face classroom to work in the virtual environment; and to identify the teacher's movement towards understanding his / her acting from the virtual environment experience itself. This study - situated in the investigative field of Applied Linguistics and affiliated with the Grupo de Estudos em Letramentos, Interação e Trabalho (GELIT / UFPB) – is based on the perpective of Sociodiscursive Interactionism (BRONCKART, 2006, 2008, 2009 [1999]), and the Clinic of Activity (CLOT, 2007 [1999], 2010 [2008]). Data generation for this research was carried out through a focus group meeting, based on a semi-structured interview that served as a guide for the discussions. The collaborating teachers were all members of the IFPB faculty. Data analysis, with a qualitativeinterpretative bias, was developed using the types of discourse and the dimensions of action (BRONCKART, 2006, 2009 [1999]). The main results point to the renormalizations that teachers make to act, which are based on their experience in traditional classroom teaching, and to the creation of new rules to be followed. Such findings indicate the urgency of professional teacher training courses to work in the virtual teaching context that contemplates both technical aspects, in this case, related to the Moodle platform, as well as pedagogical aspects such as virtual interaction, time management, definition of what a virtual class is, among other themes. Therefore, teachers make three movements for the construction of meanings begining with an understanding of what teaching work in distance education is; then, they resignify and renormalize their experience of teaching face-to-face to act in the virtual classroom; and finally, develop an understanding of teaching practice in distance education based on the virtual environment experience. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-02-10 2021-12-09T19:02:50Z 2021-08-03 2021-12-09T19:02:50Z |
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.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/21532 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/21532 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
instname_str |
Universidade Federal da Paraíba (UFPB) |
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UFPB |
institution |
UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
collection |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
repository.mail.fl_str_mv |
diretoria@ufpb.br|| diretoria@ufpb.br |
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1801842985820749824 |