Interferência do enquadramento de trabalho nas representações sobre o ensino de leitura no contexto de formação inicial docente sob o entendimento da teoria holística da atividade
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/3977 |
Resumo: | Understanding how initial training students of a Language Undergraduate Course build their representations of reading teaching is considered a promising path for a self-identification of these future teachers in the process of engagement for a change in their performance, in building values as well as in their conceptual frame. From this observation, we posed the problem of this thesis: investigating to what extent the working framework interferes on representations on reading teaching in the context of initial teacher training under the Holistic Theory Activity in order to sensitize the undergraduate students to the reflexive heuristic value of their experience for purposes of professional capacitation. Therefore, to find answers for the objective, fortnightly meetings were held with undergraduate language students from a private college in Rio Grande Sul along the year of 2009 and at the beginning of 2010 in a time scheduled by the professor of the class. In these meetings, which lasted about two hours, theoretical discussions on reading teaching were held. The Holistic Theory Activity (Richter, 2010), which values a methodology set in a working framework, was chosen. Under this perspective, the concepts of framework selected for the discussions are the same which base the pattern model for didactic material with emphasis on reading, proposed by the Holistic Theory Activity. The discussions stimulated by the theories were materialized in testimonials which were written out by the students after each meeting. Besides the testimonials, a didactic unit was produced by them with no intervention so that at the end of the theoretical discussions it could be compared to a new didactic production. These productions were classified as corpus for triangulation. The basis for data collecting was action research, since it is known to promote a reflective practice, allowing the education professional to give a major step toward professional emancipation. This selfreflective procedure can lead those engaged in a productive teaching to examine their practices (Burns, 1999). To analyze the data, Corpus Linguistics was used. This theoretical-methodological approach allowed the interpretation of representations in light of a probabilistic and intuitive character. Thus, from Corpus Linguistics we used the softwares WordSmith Tools, version 4.0, from which we used WordList and Concord, and also the Semantic Mapper for the quantitative analysis. The qualitative analysis, i.e., data interpretation was done by the Holistic Theory Activity, proposed by Richter (2004/2011). The research concluded that the initial training students have not constructed a sufficiently solid framework to tie the resource-strategies mediation factors with concepts in relation to reading. From this, we diagnosed that these students have a metalinguistic knowledge about reading. Thus, even though they have not built a sufficiently solid framework, we perceived noticeable and significant improvements in their didactic productions after the intervention of these framework theories on reading. In summary, the researches concerning teachers representations in the context of initial training help in the change of the students actions and thoughts, sensitizing them in the reflexiveheuristic value of their experiences for professional empowerment. |
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Interferência do enquadramento de trabalho nas representações sobre o ensino de leitura no contexto de formação inicial docente sob o entendimento da teoria holística da atividadeInterference of working framework on representations of reading in the context of initial teacher training under the holistic activity theoryEnquadramento de trabalhoFormação inicialEnsino de leituraWorking frameworkInitial trainingReading teachingCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASUnderstanding how initial training students of a Language Undergraduate Course build their representations of reading teaching is considered a promising path for a self-identification of these future teachers in the process of engagement for a change in their performance, in building values as well as in their conceptual frame. From this observation, we posed the problem of this thesis: investigating to what extent the working framework interferes on representations on reading teaching in the context of initial teacher training under the Holistic Theory Activity in order to sensitize the undergraduate students to the reflexive heuristic value of their experience for purposes of professional capacitation. Therefore, to find answers for the objective, fortnightly meetings were held with undergraduate language students from a private college in Rio Grande Sul along the year of 2009 and at the beginning of 2010 in a time scheduled by the professor of the class. In these meetings, which lasted about two hours, theoretical discussions on reading teaching were held. The Holistic Theory Activity (Richter, 2010), which values a methodology set in a working framework, was chosen. Under this perspective, the concepts of framework selected for the discussions are the same which base the pattern model for didactic material with emphasis on reading, proposed by the Holistic Theory Activity. The discussions stimulated by the theories were materialized in testimonials which were written out by the students after each meeting. Besides the testimonials, a didactic unit was produced by them with no intervention so that at the end of the theoretical discussions it could be compared to a new didactic production. These productions were classified as corpus for triangulation. The basis for data collecting was action research, since it is known to promote a reflective practice, allowing the education professional to give a major step toward professional emancipation. This selfreflective procedure can lead those engaged in a productive teaching to examine their practices (Burns, 1999). To analyze the data, Corpus Linguistics was used. This theoretical-methodological approach allowed the interpretation of representations in light of a probabilistic and intuitive character. Thus, from Corpus Linguistics we used the softwares WordSmith Tools, version 4.0, from which we used WordList and Concord, and also the Semantic Mapper for the quantitative analysis. The qualitative analysis, i.e., data interpretation was done by the Holistic Theory Activity, proposed by Richter (2004/2011). The research concluded that the initial training students have not constructed a sufficiently solid framework to tie the resource-strategies mediation factors with concepts in relation to reading. From this, we diagnosed that these students have a metalinguistic knowledge about reading. Thus, even though they have not built a sufficiently solid framework, we perceived noticeable and significant improvements in their didactic productions after the intervention of these framework theories on reading. In summary, the researches concerning teachers representations in the context of initial training help in the change of the students actions and thoughts, sensitizing them in the reflexiveheuristic value of their experiences for professional empowerment.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorEntender como acadêmicos em formação inicial de um Curso de Letras constroem suas representações sobre o ensino de leitura é considerado um caminho promissor para que ocorra a autoidentificação desses futuros professores no processo de engate para a mudança na atuação, na escala de construção de valores, bem como no arcabouço conceitual. A partir dessa constatação, determinou-se como objetivo-geral desta tese: investigar em que medida o enquadramento de trabalho interfere na construção das representações sobre o ensino de leitura em contexto de formação inicial docente sob o entendimento da Teoria Holística da Atividade, com o intuito de sensibilizar os graduandos ao valor reflexivo-heurístico de suas experiências para fins de capacitação profissional. Para tanto, com o intuito de encontrar respostas para o objetivo proposto, foram promovidos encontros quinzenais envolvendo acadêmicos do Curso de Letras de uma Universidade Particular do Rio grande do Sul, ao longo do ano de 2009 e início de 2010, em horários disponibilizados pelo professor titular da turma. Foram quinze encontros, que tinham duração de aproximadamente duas horas. Neles eram realizadas discussões de teorias destinadas ao ensino de leitura. Assim, como filosofia de trabalho, optou-se pela Teoria Holística da Atividade (RICHTER, 2010) que valoriza a utilização de uma teoria inserida em um enquadramento de trabalho. As discussões fomentadas pelas teorias foram materializadas em depoimentos, os quais eram redigidos pelos acadêmicos após cada discussão. Além de os depoimentos, foi produzida pelos acadêmicos uma unidade de materiais didáticos, sem intervenção, a fim de que, ao término das discussões teóricas, pudesse ser comparada com uma nova produção didática. Estas produções didáticas foram enquadradas como corpus de triangulação. A base organizacional para a coleta dos dados teve respaldo na pesquisa-ação, pois é considerada uma metodologia que promove um processo de prática reflexiva, possibilitando ao profissional da educação dar um importante passo rumo à emancipação profissional, uma vez que esse procedimento de autorreflexão é capaz de instigar os engajados em um ensino produtivo a analisarem suas práticas (BURNS, 1999). Para a análise dos dados, utilizou-se a Linguística de Corpus. Esta abordagem teórico-metodológica possibilitou a interpretação das representações à luz de um caráter intuitivo e probabilístico. Dessa forma, foram cedidos pela Linguística de Corpus os programas computacionais WordSmith Tools, versão 4.0, do qual se utilizaram as ferramentas WordList e Concord, e o Mapeador Semântico para a realização da análise linguística quantitativa. Já a análise qualitativa, isto é, a interpretação dos dados ficou por conta da Teoria Holística da Atividade, proposta por Richter (2004/2011). A pesquisa levou à conclusão que os acadêmicos em formação inicial não construíram um enquadramento de trabalho suficientemente sólido para amarrar os fatores de mediação recursos-estratégias ao fator conceitos em relação à atividade de leitura. A partir dessa constatação, foi possível diagnosticar que os acadêmicos possuem um conhecimento metalinguístico sobre a leitura. Embora os acadêmicos não tenham construído um enquadramento de trabalho plenamente sólido, foram notáveis e significativas as melhorias que ocorreram nas produções didáticas desses sujeitos após a intervenção das teorias de enquadramento sobre leitura. À guisa de conclusão, afirma-se que as pesquisas relacionadas à temática das representações docentes em contexto de formação inicial auxiliam na transformação do pensar-agir dos acadêmicos, sensibilizando-os, sem dúvida alguma, no valor reflexivo-heurístico de suas experiências para fins de capacitação profissional.Universidade Federal de Santa MariaBRLetrasUFSMPrograma de Pós-Graduação em LetrasRichter, Marcos Gustavohttp://lattes.cnpq.br/1817640663872249Gabriel, Rosângelahttp://lattes.cnpq.br/5511040461102482Oliveira, Flávia Medianeira dehttp://lattes.cnpq.br/3372942802055329Bortoluzzi, Valeria Iensenhttp://lattes.cnpq.br/7524478957043991Corrêa, Marcia Cristinahttp://lattes.cnpq.br/4758168670271026Braida, Fabrícia Cavichioli2012-11-212012-11-212012-03-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfapplication/pdfBRAIDA, Fabrícia Cavichioli. Interference of working framework on representations of reading in the context of initial teacher training under the holistic activity theory. 2012. 226 f. Tese (Doutorado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2012.http://repositorio.ufsm.br/handle/1/3977porinfo:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2023-05-22T12:17:07Zoai:repositorio.ufsm.br:1/3977Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-05-22T12:17:07Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Interferência do enquadramento de trabalho nas representações sobre o ensino de leitura no contexto de formação inicial docente sob o entendimento da teoria holística da atividade Interference of working framework on representations of reading in the context of initial teacher training under the holistic activity theory |
title |
Interferência do enquadramento de trabalho nas representações sobre o ensino de leitura no contexto de formação inicial docente sob o entendimento da teoria holística da atividade |
spellingShingle |
Interferência do enquadramento de trabalho nas representações sobre o ensino de leitura no contexto de formação inicial docente sob o entendimento da teoria holística da atividade Braida, Fabrícia Cavichioli Enquadramento de trabalho Formação inicial Ensino de leitura Working framework Initial training Reading teaching CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Interferência do enquadramento de trabalho nas representações sobre o ensino de leitura no contexto de formação inicial docente sob o entendimento da teoria holística da atividade |
title_full |
Interferência do enquadramento de trabalho nas representações sobre o ensino de leitura no contexto de formação inicial docente sob o entendimento da teoria holística da atividade |
title_fullStr |
Interferência do enquadramento de trabalho nas representações sobre o ensino de leitura no contexto de formação inicial docente sob o entendimento da teoria holística da atividade |
title_full_unstemmed |
Interferência do enquadramento de trabalho nas representações sobre o ensino de leitura no contexto de formação inicial docente sob o entendimento da teoria holística da atividade |
title_sort |
Interferência do enquadramento de trabalho nas representações sobre o ensino de leitura no contexto de formação inicial docente sob o entendimento da teoria holística da atividade |
author |
Braida, Fabrícia Cavichioli |
author_facet |
Braida, Fabrícia Cavichioli |
author_role |
author |
dc.contributor.none.fl_str_mv |
Richter, Marcos Gustavo http://lattes.cnpq.br/1817640663872249 Gabriel, Rosângela http://lattes.cnpq.br/5511040461102482 Oliveira, Flávia Medianeira de http://lattes.cnpq.br/3372942802055329 Bortoluzzi, Valeria Iensen http://lattes.cnpq.br/7524478957043991 Corrêa, Marcia Cristina http://lattes.cnpq.br/4758168670271026 |
dc.contributor.author.fl_str_mv |
Braida, Fabrícia Cavichioli |
dc.subject.por.fl_str_mv |
Enquadramento de trabalho Formação inicial Ensino de leitura Working framework Initial training Reading teaching CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
topic |
Enquadramento de trabalho Formação inicial Ensino de leitura Working framework Initial training Reading teaching CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
Understanding how initial training students of a Language Undergraduate Course build their representations of reading teaching is considered a promising path for a self-identification of these future teachers in the process of engagement for a change in their performance, in building values as well as in their conceptual frame. From this observation, we posed the problem of this thesis: investigating to what extent the working framework interferes on representations on reading teaching in the context of initial teacher training under the Holistic Theory Activity in order to sensitize the undergraduate students to the reflexive heuristic value of their experience for purposes of professional capacitation. Therefore, to find answers for the objective, fortnightly meetings were held with undergraduate language students from a private college in Rio Grande Sul along the year of 2009 and at the beginning of 2010 in a time scheduled by the professor of the class. In these meetings, which lasted about two hours, theoretical discussions on reading teaching were held. The Holistic Theory Activity (Richter, 2010), which values a methodology set in a working framework, was chosen. Under this perspective, the concepts of framework selected for the discussions are the same which base the pattern model for didactic material with emphasis on reading, proposed by the Holistic Theory Activity. The discussions stimulated by the theories were materialized in testimonials which were written out by the students after each meeting. Besides the testimonials, a didactic unit was produced by them with no intervention so that at the end of the theoretical discussions it could be compared to a new didactic production. These productions were classified as corpus for triangulation. The basis for data collecting was action research, since it is known to promote a reflective practice, allowing the education professional to give a major step toward professional emancipation. This selfreflective procedure can lead those engaged in a productive teaching to examine their practices (Burns, 1999). To analyze the data, Corpus Linguistics was used. This theoretical-methodological approach allowed the interpretation of representations in light of a probabilistic and intuitive character. Thus, from Corpus Linguistics we used the softwares WordSmith Tools, version 4.0, from which we used WordList and Concord, and also the Semantic Mapper for the quantitative analysis. The qualitative analysis, i.e., data interpretation was done by the Holistic Theory Activity, proposed by Richter (2004/2011). The research concluded that the initial training students have not constructed a sufficiently solid framework to tie the resource-strategies mediation factors with concepts in relation to reading. From this, we diagnosed that these students have a metalinguistic knowledge about reading. Thus, even though they have not built a sufficiently solid framework, we perceived noticeable and significant improvements in their didactic productions after the intervention of these framework theories on reading. In summary, the researches concerning teachers representations in the context of initial training help in the change of the students actions and thoughts, sensitizing them in the reflexiveheuristic value of their experiences for professional empowerment. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-11-21 2012-11-21 2012-03-01 |
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 |
BRAIDA, Fabrícia Cavichioli. Interference of working framework on representations of reading in the context of initial teacher training under the holistic activity theory. 2012. 226 f. Tese (Doutorado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/3977 |
identifier_str_mv |
BRAIDA, Fabrícia Cavichioli. Interference of working framework on representations of reading in the context of initial teacher training under the holistic activity theory. 2012. 226 f. Tese (Doutorado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2012. |
url |
http://repositorio.ufsm.br/handle/1/3977 |
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por |
language |
por |
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openAccess |
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application/pdf application/pdf |
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Universidade Federal de Santa Maria BR Letras UFSM Programa de Pós-Graduação em Letras |
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Universidade Federal de Santa Maria BR Letras UFSM Programa de Pós-Graduação em Letras |
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reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
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1805922097103372288 |