As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês

Detalhes bibliográficos
Autor(a) principal: Silva, Fabione Gomes da
Data de Publicação: 2022
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UFS
Texto Completo: http://ri.ufs.br/jspui/handle/riufs/17464
Resumo: Digital technologies have transformed the way we think, act in the world and (re)construct ourselves in the social spaces for living, reconfiguring the way we behave, receive, process information and react in face of the multiple manifestations of the language in communicative interaction, in the most varied social spheres, whether in the public or private domain. This doctoral research had as its main objective to understand the relationship of digital technologies with the construction of the meanings of being a teacher. In the study, I relate my history of life with the digital technologies and in this interweaving process I investigated how my theoretical and methodological choices as a Coordinator of the Pibid English and the technologies are connectedmaking relationships between my personal life experiences and the acquired learnings (re)constructed over the years, in addition to highlighting these constructions of meanings in the discourses and practices of the other members of the Pibid English. In the thesis, I adopted autoethnography as the qualitative research method. In autoethnography, the researcher seeks to systematically investigate and analyze a described experience, in order to understand a cultural phenomenon (ELLIS; ADAMS, 2019). Autoethnography makes possible reflections about how we think and do research, establish relationships and live. In this sense, in autoethnography, we use the experience of the self to try to explain, describe and reflect upon cultural realities, understood as identity representations (CHANG, 2008). The research is affiliated to the epistemology of Meaning Making of Literacies and Multiliteracies Pedagogy. The dimensions of learning from a social, historical and cultural perspective, of digital technologies, of English language teaching and teacher training make up the other building blocks of the theoretical foundation. In the course of the research, the primary information emerged from my memories, experiences, personal and professional records, as internal data (CHANG, 2008), for the writing of the autobiographical section. The external instruments, generated in the Pibid English cultural community, such as the autoethnographic diary, the logbooks and video and audio recordings materialized the ethnographic section of the thesis. In writing the narrative, I adopted Hayler's analytical strategy (2011) as a methodological principle to construct meanings and establish meanings from the data, throughout all sections, relating the information generated to my theoretical framework. The analysis and interpretation of the data showed that digital technologies are at the heart of my resignifications of being an English teacher and are inextricably linked to the representations of plural and heterogeneous identities, to critical, transgressive and political reflection, to social commitment, as well as to the planning and execution of pedagogical activities experienced by the Pibid English community.
id UFS-2_8df4f857686f2d36e0b6f7f1e51ba002
oai_identifier_str oai:ufs.br:riufs/17464
network_acronym_str UFS-2
network_name_str Repositório Institucional da UFS
repository_id_str
spelling Silva, Fabione Gomes daSilva, Paulo Roberto Boa Sorte2023-04-24T19:06:40Z2023-04-24T19:06:40Z2022-12-15SILVA, Fabione Gomes da. As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês. 2022. 221 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2022.http://ri.ufs.br/jspui/handle/riufs/17464Digital technologies have transformed the way we think, act in the world and (re)construct ourselves in the social spaces for living, reconfiguring the way we behave, receive, process information and react in face of the multiple manifestations of the language in communicative interaction, in the most varied social spheres, whether in the public or private domain. This doctoral research had as its main objective to understand the relationship of digital technologies with the construction of the meanings of being a teacher. In the study, I relate my history of life with the digital technologies and in this interweaving process I investigated how my theoretical and methodological choices as a Coordinator of the Pibid English and the technologies are connectedmaking relationships between my personal life experiences and the acquired learnings (re)constructed over the years, in addition to highlighting these constructions of meanings in the discourses and practices of the other members of the Pibid English. In the thesis, I adopted autoethnography as the qualitative research method. In autoethnography, the researcher seeks to systematically investigate and analyze a described experience, in order to understand a cultural phenomenon (ELLIS; ADAMS, 2019). Autoethnography makes possible reflections about how we think and do research, establish relationships and live. In this sense, in autoethnography, we use the experience of the self to try to explain, describe and reflect upon cultural realities, understood as identity representations (CHANG, 2008). The research is affiliated to the epistemology of Meaning Making of Literacies and Multiliteracies Pedagogy. The dimensions of learning from a social, historical and cultural perspective, of digital technologies, of English language teaching and teacher training make up the other building blocks of the theoretical foundation. In the course of the research, the primary information emerged from my memories, experiences, personal and professional records, as internal data (CHANG, 2008), for the writing of the autobiographical section. The external instruments, generated in the Pibid English cultural community, such as the autoethnographic diary, the logbooks and video and audio recordings materialized the ethnographic section of the thesis. In writing the narrative, I adopted Hayler's analytical strategy (2011) as a methodological principle to construct meanings and establish meanings from the data, throughout all sections, relating the information generated to my theoretical framework. The analysis and interpretation of the data showed that digital technologies are at the heart of my resignifications of being an English teacher and are inextricably linked to the representations of plural and heterogeneous identities, to critical, transgressive and political reflection, to social commitment, as well as to the planning and execution of pedagogical activities experienced by the Pibid English community.As tecnologias digitais têm transformado a maneira como pensamos, agimos no mundo e nos (re)construímos nos espaços sociais de convivência, reconfigurando a maneira como nos comportamos, recebemos, processamos informações e (re)agimos diante das múltiplas manifestações da linguagem em interações comunicativas, nas mais variadas esferas sociais, seja no domínio público, ou particular. Esta pesquisa de doutorado teve como objetivo principal compreender a relação das tecnologias digitais com a construção dos sentidos de ser professor. No estudo, relaciono a minha história de vida com as tecnologias digitais e nesse entrelaçamento, investiguei como as minhas escolhas teórico-metodológicas como Coordenador do Pibid Inglês e as tecnologias estão conectadas, fazendo relações entre as minhas vivências pessoais e os aprendizados adquiridos e (re)construídos ao longo dos anos, além de evidenciar essas construções de sentidos nos discursos e práticas dos demais integrantes do Pibid Inglês. Adotei na tese, a autoetnografia como o método de pesquisa qualitativa. Na autoetnografia, procura-se descrever, investigar e analisar sistematicamente uma experiência pessoal, a fim de entender um fenômeno cultural (ELLIS; ADAMS; BOCHNER, 2019). A autoetnografia possibilita reflexões sobre como pensamos, fazemos pesquisa, nos relacionamos e vivemos. Nesse sentido, na autoetnografia faz-se uso da experiência do self para tentar explicar, descrever e refletir realidades culturais, entendidas como representações identitárias (CHANG, 2008). A pesquisa está filiada à epistemologia de construção dos sentidos dos letramentos e multiletramentos. As dimensões de aprendizagem numa perspectiva sócio, histórico e cultural, das tecnologias digitais, do ensino de língua inglesa e formação docente compõem os demais alicerces da fundamentação teórica. No percurso da pesquisa, as informações primárias emergiram de minhas memórias, experiências, registros pessoais e profissionais, como dados internos (CHANG, 2008), para a escrita da seção autobiográfica. Os instrumentais externos, gerados na comunidade cultural Pibid Inglês, como o diário autoetnográfico, os diários de bordo e gravações de vídeos e áudios materializaram a seção etnográfica da tese. Na escrita da narrativa, adotei a estratégia analítica de Hayler (2011), como princípio metodológico para construir sentidos e estabelecer significados dos dados, ao longo de todas as seções, relacionando as informações geradas ao meu referencial teórico. A análise e interpretação dos dados demonstrou que as tecnologias digitais estão no cerne das minhas ressignificações de ser professor de Inglês e estão indissoluvelmente ligadas às representações de identidades plurais e heterogêneas, à reflexão crítica, transgressora e política, ao compromisso social, assim como ao planejamento e execução das atividades pedagógicas experienciadas pela comunidade Pibid Inglês.São CristóvãoporEnsino de língua inglesaTecnologia educacionalFormação de professoresLetramento informacionalInovações educacionaisPrograma Institucional de Bolsas de Iniciação à DocênciaPIBIDAutoetnografiaTecnologias digitaisConstrução de sentidosLetramentosFormação docenteAutoethnographyDigital technologiesEnglish language teachingMeaning makingLiteraciesTeacher trainingCIENCIAS HUMANAS::EDUCACAOAs tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglêsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisPós-Graduação em EducaçãoUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/17464/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALFABIONE_GOMES_SILVA.pdfFABIONE_GOMES_SILVA.pdfapplication/pdf2042222https://ri.ufs.br/jspui/bitstream/riufs/17464/2/FABIONE_GOMES_SILVA.pdf71e5bdaa8eedd6c3a2e680738b19838dMD52TEXTFABIONE_GOMES_SILVA.pdf.txtFABIONE_GOMES_SILVA.pdf.txtExtracted texttext/plain486713https://ri.ufs.br/jspui/bitstream/riufs/17464/3/FABIONE_GOMES_SILVA.pdf.txt414c4f5810f0502bade742cf22529e93MD53THUMBNAILFABIONE_GOMES_SILVA.pdf.jpgFABIONE_GOMES_SILVA.pdf.jpgGenerated Thumbnailimage/jpeg1346https://ri.ufs.br/jspui/bitstream/riufs/17464/4/FABIONE_GOMES_SILVA.pdf.jpgc6295df4ed6c13999df193daa0835e6bMD54riufs/174642023-04-24 16:06:40.26oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2023-04-24T19:06:40Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false
dc.title.pt_BR.fl_str_mv As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês
title As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês
spellingShingle As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês
Silva, Fabione Gomes da
Ensino de língua inglesa
Tecnologia educacional
Formação de professores
Letramento informacional
Inovações educacionais
Programa Institucional de Bolsas de Iniciação à Docência
PIBID
Autoetnografia
Tecnologias digitais
Construção de sentidos
Letramentos
Formação docente
Autoethnography
Digital technologies
English language teaching
Meaning making
Literacies
Teacher training
CIENCIAS HUMANAS::EDUCACAO
title_short As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês
title_full As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês
title_fullStr As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês
title_full_unstemmed As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês
title_sort As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês
author Silva, Fabione Gomes da
author_facet Silva, Fabione Gomes da
author_role author
dc.contributor.author.fl_str_mv Silva, Fabione Gomes da
dc.contributor.advisor1.fl_str_mv Silva, Paulo Roberto Boa Sorte
contributor_str_mv Silva, Paulo Roberto Boa Sorte
dc.subject.por.fl_str_mv Ensino de língua inglesa
Tecnologia educacional
Formação de professores
Letramento informacional
Inovações educacionais
Programa Institucional de Bolsas de Iniciação à Docência
PIBID
Autoetnografia
Tecnologias digitais
Construção de sentidos
Letramentos
Formação docente
topic Ensino de língua inglesa
Tecnologia educacional
Formação de professores
Letramento informacional
Inovações educacionais
Programa Institucional de Bolsas de Iniciação à Docência
PIBID
Autoetnografia
Tecnologias digitais
Construção de sentidos
Letramentos
Formação docente
Autoethnography
Digital technologies
English language teaching
Meaning making
Literacies
Teacher training
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Autoethnography
Digital technologies
English language teaching
Meaning making
Literacies
Teacher training
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description Digital technologies have transformed the way we think, act in the world and (re)construct ourselves in the social spaces for living, reconfiguring the way we behave, receive, process information and react in face of the multiple manifestations of the language in communicative interaction, in the most varied social spheres, whether in the public or private domain. This doctoral research had as its main objective to understand the relationship of digital technologies with the construction of the meanings of being a teacher. In the study, I relate my history of life with the digital technologies and in this interweaving process I investigated how my theoretical and methodological choices as a Coordinator of the Pibid English and the technologies are connectedmaking relationships between my personal life experiences and the acquired learnings (re)constructed over the years, in addition to highlighting these constructions of meanings in the discourses and practices of the other members of the Pibid English. In the thesis, I adopted autoethnography as the qualitative research method. In autoethnography, the researcher seeks to systematically investigate and analyze a described experience, in order to understand a cultural phenomenon (ELLIS; ADAMS, 2019). Autoethnography makes possible reflections about how we think and do research, establish relationships and live. In this sense, in autoethnography, we use the experience of the self to try to explain, describe and reflect upon cultural realities, understood as identity representations (CHANG, 2008). The research is affiliated to the epistemology of Meaning Making of Literacies and Multiliteracies Pedagogy. The dimensions of learning from a social, historical and cultural perspective, of digital technologies, of English language teaching and teacher training make up the other building blocks of the theoretical foundation. In the course of the research, the primary information emerged from my memories, experiences, personal and professional records, as internal data (CHANG, 2008), for the writing of the autobiographical section. The external instruments, generated in the Pibid English cultural community, such as the autoethnographic diary, the logbooks and video and audio recordings materialized the ethnographic section of the thesis. In writing the narrative, I adopted Hayler's analytical strategy (2011) as a methodological principle to construct meanings and establish meanings from the data, throughout all sections, relating the information generated to my theoretical framework. The analysis and interpretation of the data showed that digital technologies are at the heart of my resignifications of being an English teacher and are inextricably linked to the representations of plural and heterogeneous identities, to critical, transgressive and political reflection, to social commitment, as well as to the planning and execution of pedagogical activities experienced by the Pibid English community.
publishDate 2022
dc.date.issued.fl_str_mv 2022-12-15
dc.date.accessioned.fl_str_mv 2023-04-24T19:06:40Z
dc.date.available.fl_str_mv 2023-04-24T19:06:40Z
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 SILVA, Fabione Gomes da. As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês. 2022. 221 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2022.
dc.identifier.uri.fl_str_mv http://ri.ufs.br/jspui/handle/riufs/17464
identifier_str_mv SILVA, Fabione Gomes da. As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês. 2022. 221 f. Tese (Doutorado em Educação) – Universidade Federal de Sergipe, São Cristóvão, 2022.
url http://ri.ufs.br/jspui/handle/riufs/17464
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.program.fl_str_mv Pós-Graduação em Educação
dc.publisher.initials.fl_str_mv Universidade Federal de Sergipe
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFS
instname:Universidade Federal de Sergipe (UFS)
instacron:UFS
instname_str Universidade Federal de Sergipe (UFS)
instacron_str UFS
institution UFS
reponame_str Repositório Institucional da UFS
collection Repositório Institucional da UFS
bitstream.url.fl_str_mv https://ri.ufs.br/jspui/bitstream/riufs/17464/1/license.txt
https://ri.ufs.br/jspui/bitstream/riufs/17464/2/FABIONE_GOMES_SILVA.pdf
https://ri.ufs.br/jspui/bitstream/riufs/17464/3/FABIONE_GOMES_SILVA.pdf.txt
https://ri.ufs.br/jspui/bitstream/riufs/17464/4/FABIONE_GOMES_SILVA.pdf.jpg
bitstream.checksum.fl_str_mv 098cbbf65c2c15e1fb2e49c5d306a44c
71e5bdaa8eedd6c3a2e680738b19838d
414c4f5810f0502bade742cf22529e93
c6295df4ed6c13999df193daa0835e6b
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)
repository.mail.fl_str_mv repositorio@academico.ufs.br
_version_ 1802110677458878464