As tecnologias digitais e a construção dos sentidos de ser professor : um estudo autoetnográfico da coordenação do PIBID Inglês
Autor(a) principal: | |
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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. |
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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 |
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2022-12-15 |
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2023-04-24T19:06:40Z |
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2023-04-24T19:06:40Z |
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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. |
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http://ri.ufs.br/jspui/handle/riufs/17464 |
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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. |
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