Argumentation as a dialogic tool in a continuing education Program for English Language teachers working with youth and adult education

Detalhes bibliográficos
Autor(a) principal: Brum, Maísa Helena
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
Título da fonte: Fórum Linguístico
Texto Completo: https://periodicos.ufsc.br/index.php/forum/article/view/78757
Resumo: The aim of this article is to describe and analyze the epistemic and argumentative dimension of the collaborative process established between a mediator and two teachers during the development of a continuing education program for English public teachers lecturing adults and teenagers. The continuing education program focused on reflection on the teaching practice of the language teacher, the construction of collaborative practices, and the production of teaching units based on the Pedagogy of Multiliteracies (KALANTZIS et al., 2016). Reflective sessions were developed, recorded in audio, and later, transcribed. The analysis of the transcription of audio records was conducted through epistemic-argumentative actions developed by the Center for Collaborative Studies in School Contexts (N.E.C.C.E, in Portuguese), from UFSM. We identified throughout this collaborative and argumentative process, an orientation towards the construction of critical and reflective thinking by the participants, expanding possibilities of enhancing understanding related to the multiliteracies approach. The argumentative process, besides opening paths for collaboration practices, also enhanced the transformation of theoretical and practical teaching concepts.
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spelling Argumentation as a dialogic tool in a continuing education Program for English Language teachers working with youth and adult educationLa argumentación como herramienta dialógica en el proceso de formación continua de profesores de Lengua Inglesa en el contexto de la EJAA argumentação como ferramenta dialógica no processo de formação continuada de professores de Língua Inglesa no contexto da EJAformação de professoresAções argumentativasProcesso colaborativoTeacher continuing educationArgumentative actionsFormación continua docenteAcciones argumentativasThe aim of this article is to describe and analyze the epistemic and argumentative dimension of the collaborative process established between a mediator and two teachers during the development of a continuing education program for English public teachers lecturing adults and teenagers. The continuing education program focused on reflection on the teaching practice of the language teacher, the construction of collaborative practices, and the production of teaching units based on the Pedagogy of Multiliteracies (KALANTZIS et al., 2016). Reflective sessions were developed, recorded in audio, and later, transcribed. The analysis of the transcription of audio records was conducted through epistemic-argumentative actions developed by the Center for Collaborative Studies in School Contexts (N.E.C.C.E, in Portuguese), from UFSM. We identified throughout this collaborative and argumentative process, an orientation towards the construction of critical and reflective thinking by the participants, expanding possibilities of enhancing understanding related to the multiliteracies approach. The argumentative process, besides opening paths for collaboration practices, also enhanced the transformation of theoretical and practical teaching concepts.Esta investigación tiene como objetivo describir y analizar la dimensión epistémico-argumentativa del proceso establecido entre mediadora y dos profesores durante el desarrollo de una formación pedagógica para profesores de lengua inglesa que trabajan en el contexto de la Educación de Jóvenes y Adultos (EJA). La formación abordó la práctica docente del profesor de idiomas, la construcción de prácticas colaborativas y la producción de unidades didácticas basadas en la Pedagogía de la Multialfabetización (KALANTZIS et al., 2016). Las sesiones reflexivas fueron grabadas en audio y después se transcribieron. El análisis de la transcripción del discurso de los docentes se realizó mediante acciones epistémico-argumentativas desarrolladas por el Núcleo de Estudios Colaborativos en Contextos Escolares (N.E.C.C.E), de la UFSM. Identificamos una orientación hacia la construcción del pensamiento crítico y reflexivo de los participantes, aumentando las posibilidades para avanzar en la comprensión del enfoque de la Pedagogía de la Multialfabetización. La dimensión epistémico-argumentativa, además de posibilitar la colaboración entre pares, también ayudó en la transformación de conceptos teóricos y prácticos y, en consecuencia, en la reconfiguración de la práctica pedagógica de los participantes.Este artigo  tem como objetivo descrever e analisar a dimensão epistêmico-argumentativa do processo estabelecido entre mediadora e dois professores durante o desenvolvimento de uma formação pedagógica para professores de Língua Inglesa atuantes no contexto da Educação de Jovens e Adultos (EJA). A formação abordou a prática docente do professor de línguas, a construção de práticas colaborativas e a produção de unidades didáticas embasadas na Pedagogia dos Multiletramentos (KALANTZIS et al., 2016).  Sessões reflexivas foram gravadas em áudio e, posteriormente, transcritas. A análise da transcrição do discurso dos professores se deu por meio de ações epistêmico-argumentativas desenvolvidas pelo Núcleo de Estudos Colaborativos em Contextos Escolares (N.E.C.C.E), da UFSM. Identificamos uma orientação à construção do pensamento crítico e reflexivo dos participantes, ampliando possibilidades de avançar na compreensão da abordagem dos multiletramentos. A dimensão epistêmico-argumentativa, além de possibilitar a colaboração entre os pares, também auxiliou na transformação de conceitos teóricos e práticos e, consequentemente, na reconfiguração da prática pedagógica dos participantes.Programa de Pós-Graduação em Linguística - UFSC2022-05-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionavaliado por paresapplication/pdfhttps://periodicos.ufsc.br/index.php/forum/article/view/7875710.5007/1984-8412.2022.e78757Fórum Linguístico; Vol. 19 No. 1 (2022); 7500-7518Fórum Linguístico; Vol. 19 Núm. 1 (2022); 7500-7518Fórum Linguístico; v. 19 n. 1 (2022); 7500-75181984-84121415-8698reponame:Fórum Linguísticoinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/forum/article/view/78757/49204http://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessBrum, Maísa Helena2022-05-19T18:18:39Zoai:periodicos.ufsc.br:article/78757Revistahttps://periodicos.ufsc.br/index.php/forum/indexPUBhttps://periodicos.ufsc.br/index.php/forum/oaiportaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br1984-84121984-8412opendoar:2023-01-12T16:40:43.418248Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Argumentation as a dialogic tool in a continuing education Program for English Language teachers working with youth and adult education
La argumentación como herramienta dialógica en el proceso de formación continua de profesores de Lengua Inglesa en el contexto de la EJA
A argumentação como ferramenta dialógica no processo de formação continuada de professores de Língua Inglesa no contexto da EJA
title Argumentation as a dialogic tool in a continuing education Program for English Language teachers working with youth and adult education
spellingShingle Argumentation as a dialogic tool in a continuing education Program for English Language teachers working with youth and adult education
Brum, Maísa Helena
formação de professores
Ações argumentativas
Processo colaborativo
Teacher continuing education
Argumentative actions
Formación continua docente
Acciones argumentativas
title_short Argumentation as a dialogic tool in a continuing education Program for English Language teachers working with youth and adult education
title_full Argumentation as a dialogic tool in a continuing education Program for English Language teachers working with youth and adult education
title_fullStr Argumentation as a dialogic tool in a continuing education Program for English Language teachers working with youth and adult education
title_full_unstemmed Argumentation as a dialogic tool in a continuing education Program for English Language teachers working with youth and adult education
title_sort Argumentation as a dialogic tool in a continuing education Program for English Language teachers working with youth and adult education
author Brum, Maísa Helena
author_facet Brum, Maísa Helena
author_role author
dc.contributor.author.fl_str_mv Brum, Maísa Helena
dc.subject.por.fl_str_mv formação de professores
Ações argumentativas
Processo colaborativo
Teacher continuing education
Argumentative actions
Formación continua docente
Acciones argumentativas
topic formação de professores
Ações argumentativas
Processo colaborativo
Teacher continuing education
Argumentative actions
Formación continua docente
Acciones argumentativas
description The aim of this article is to describe and analyze the epistemic and argumentative dimension of the collaborative process established between a mediator and two teachers during the development of a continuing education program for English public teachers lecturing adults and teenagers. The continuing education program focused on reflection on the teaching practice of the language teacher, the construction of collaborative practices, and the production of teaching units based on the Pedagogy of Multiliteracies (KALANTZIS et al., 2016). Reflective sessions were developed, recorded in audio, and later, transcribed. The analysis of the transcription of audio records was conducted through epistemic-argumentative actions developed by the Center for Collaborative Studies in School Contexts (N.E.C.C.E, in Portuguese), from UFSM. We identified throughout this collaborative and argumentative process, an orientation towards the construction of critical and reflective thinking by the participants, expanding possibilities of enhancing understanding related to the multiliteracies approach. The argumentative process, besides opening paths for collaboration practices, also enhanced the transformation of theoretical and practical teaching concepts.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
avaliado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/78757
10.5007/1984-8412.2022.e78757
url https://periodicos.ufsc.br/index.php/forum/article/view/78757
identifier_str_mv 10.5007/1984-8412.2022.e78757
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/78757/49204
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
dc.source.none.fl_str_mv Fórum Linguístico; Vol. 19 No. 1 (2022); 7500-7518
Fórum Linguístico; Vol. 19 Núm. 1 (2022); 7500-7518
Fórum Linguístico; v. 19 n. 1 (2022); 7500-7518
1984-8412
1415-8698
reponame:Fórum Linguístico
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Fórum Linguístico
collection Fórum Linguístico
repository.name.fl_str_mv Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv portaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br
_version_ 1797051421020913664

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