O professor de língua inglesa na educação infantil: narrativas de formação e re(significação)
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/27595 |
Resumo: | This research project was developed in the Post-Graduate Program in Public Policies and School Management – Professional master’s degree at the Federal University of Santa Maria, in the research line “Pedagogical Management and Educational Contexts”. This study aims to answer the following research problem “How the process of becoming and recognizing oneself as a teacher is constructed in the path of English teachers who act in preschool education?”. It aims to understand how English teachers who act at the preschool level guide their practices and how they consolidate them along their trajectories. As literature review, it will present the main legal policies of teaching English in Brazil, studies about the formation of English teachers who act at the preschool level, and prominent theoreticians in the narrative research field, such as Bertaux (2011), Delory Momberger (2009), Ferraroti (2010), Josso (2004) e Pineau and Le Grand (2011). The methodology is composed of qualitative research, developed by the (auto)biographical method. It utilized documental research, bibliographical research, and semi-structured interviews. The subjects that will compose this study were delimited by the following criteria: a) be an English teacher; b) teach in Santa Maria/RS; c) work at the preschool level. After the interviews, which will be analyzed by semantics appreciation, categories of analysis and topics of category elements will be constructed. Qualitative data were analyzed using the Nvivo software, and grouped into main codes and sub codes, considering the recurrences of the speech. The three main codes are: Personal Genesis (considering their experiences in Elementary, Middle, and High school, and college students and their teaching experiences,focusing on everything that concerns them about their experiences and their subjectivities); Crossings (thinking of teaching as its intricacies and situations that crossed them and were somehow perceived or felt as a barrier or difficulty) and Professional Elan (experiences and perceptions of what brings teacher comfort and contributes to giving meaning to everyday practice). In the results, it was noticed that not all the subjects that participated on this research are professionally prepared for the exercise of the function, and that the movement of feeling able to do it is relating experience and training. |
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O professor de língua inglesa na educação infantil: narrativas de formação e re(significação)The english teacher at early childhood education: narratives of formation and (re)significationFormação de professoresProfessor de língua inglesaPesquisa narrativaTeachers’ formationEnglish teachersNarrative researchCNPQ::CIENCIAS HUMANAS::EDUCACAOThis research project was developed in the Post-Graduate Program in Public Policies and School Management – Professional master’s degree at the Federal University of Santa Maria, in the research line “Pedagogical Management and Educational Contexts”. This study aims to answer the following research problem “How the process of becoming and recognizing oneself as a teacher is constructed in the path of English teachers who act in preschool education?”. It aims to understand how English teachers who act at the preschool level guide their practices and how they consolidate them along their trajectories. As literature review, it will present the main legal policies of teaching English in Brazil, studies about the formation of English teachers who act at the preschool level, and prominent theoreticians in the narrative research field, such as Bertaux (2011), Delory Momberger (2009), Ferraroti (2010), Josso (2004) e Pineau and Le Grand (2011). The methodology is composed of qualitative research, developed by the (auto)biographical method. It utilized documental research, bibliographical research, and semi-structured interviews. The subjects that will compose this study were delimited by the following criteria: a) be an English teacher; b) teach in Santa Maria/RS; c) work at the preschool level. After the interviews, which will be analyzed by semantics appreciation, categories of analysis and topics of category elements will be constructed. Qualitative data were analyzed using the Nvivo software, and grouped into main codes and sub codes, considering the recurrences of the speech. The three main codes are: Personal Genesis (considering their experiences in Elementary, Middle, and High school, and college students and their teaching experiences,focusing on everything that concerns them about their experiences and their subjectivities); Crossings (thinking of teaching as its intricacies and situations that crossed them and were somehow perceived or felt as a barrier or difficulty) and Professional Elan (experiences and perceptions of what brings teacher comfort and contributes to giving meaning to everyday practice). In the results, it was noticed that not all the subjects that participated on this research are professionally prepared for the exercise of the function, and that the movement of feeling able to do it is relating experience and training.Esse projeto de pesquisa foi desenvolvido no Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional (PPPG) – Mestrado Profissional da Universidade Federal de Santa Maria, na linha de pesquisa “Gestão Pedagógica e Contextos Educativos – LP2”. Esse estudo intenta responder ao seguinte problema de pesquisa “Como se dá o processo de tornar-se professor/a reconhecer-se professor/a de língua inglesa na trajetória dos professores que atuam na Educação Infantil?. Para isso, tem como objetivo compreender como os professores/as de língua inglesa atuantes na Educação Infantil orientam suas práticas e como essas se consolidam ao longo de suas trajetórias. Como revisão da literatura apresentará os principais marcos legais no ensino de Língua Inglesa no Brasil, estudos acerca da formação de professores de Língua Inglesa atuantes na Educação Infantil e teóricos proeminentes na pesquisa narrativa como Bertaux (2011), Delory Momberger (2009), Ferraroti (2010), Josso (2004) e Pineau e Le Grand (2011). Como metodologia, configura-se como uma pesquisa de abordagem qualitativa, desenvolvida com o método (auto)biográfico. Utiliza-se de pesquisa documental, pesquisa bibliográfica e entrevistas semiestruturadas. Os sujeitos que compõem esse estudo foram delimitados através dos seguintes critérios: a) ser professor de língua inglesa, b) atuar na cidade de Santa Maria/RS e c) atuar no contexto da Educação Infantil. Após as entrevistas, que serão analisadas através de apreciação semântica, serão elaboradas categorias de análise e tópicos de elementos categoriais. Os dados qualitativos foram analisados com o auxílio do software Nvivo, e agrupados em códigos principais e subcódigos, considerando as recorrências do discurso. Os três códigos principais são: Gênese Pessoal (considerando suas experiências como estudantes da Educação Básica e da Universidade e suas experiências docentes, com o foco em tudo que lhes diz respeito acerca de suas vivências e as suas subjetividades); Atravessamentos (pensando na docência como seus meandros e situações que lhes atravessaram e de alguma forma foram percebidas ou sentidas como uma barreira ou dificuldade) e Elã Profissional (vivências e percepções do que traz conforto docente e contribui para dar sentido à prática cotidiana). Nos resultados, percebeu-se que nem todos os sujeitos que compõem o corpus dessa pesquisa se mostram preparados profissional para o exercício da função, e que o movimento de sentir-se apto à ela está relacionando a experiência e a formação.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalCentro de EducaçãoMarquezan, Lorena Ines Peterinihttp://lattes.cnpq.br/7744372138473817Martins, Adriana ClaudiaCunha, Jorge Luiz daKich, Bruna Viedo2023-01-13T18:46:42Z2023-01-13T18:46:42Z2022-12-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/27595porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2023-01-13T18:46:42Zoai:repositorio.ufsm.br:1/27595Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-01-13T18:46:42Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
O professor de língua inglesa na educação infantil: narrativas de formação e re(significação) The english teacher at early childhood education: narratives of formation and (re)signification |
title |
O professor de língua inglesa na educação infantil: narrativas de formação e re(significação) |
spellingShingle |
O professor de língua inglesa na educação infantil: narrativas de formação e re(significação) Kich, Bruna Viedo Formação de professores Professor de língua inglesa Pesquisa narrativa Teachers’ formation English teachers Narrative research CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O professor de língua inglesa na educação infantil: narrativas de formação e re(significação) |
title_full |
O professor de língua inglesa na educação infantil: narrativas de formação e re(significação) |
title_fullStr |
O professor de língua inglesa na educação infantil: narrativas de formação e re(significação) |
title_full_unstemmed |
O professor de língua inglesa na educação infantil: narrativas de formação e re(significação) |
title_sort |
O professor de língua inglesa na educação infantil: narrativas de formação e re(significação) |
author |
Kich, Bruna Viedo |
author_facet |
Kich, Bruna Viedo |
author_role |
author |
dc.contributor.none.fl_str_mv |
Marquezan, Lorena Ines Peterini http://lattes.cnpq.br/7744372138473817 Martins, Adriana Claudia Cunha, Jorge Luiz da |
dc.contributor.author.fl_str_mv |
Kich, Bruna Viedo |
dc.subject.por.fl_str_mv |
Formação de professores Professor de língua inglesa Pesquisa narrativa Teachers’ formation English teachers Narrative research CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Formação de professores Professor de língua inglesa Pesquisa narrativa Teachers’ formation English teachers Narrative research CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research project was developed in the Post-Graduate Program in Public Policies and School Management – Professional master’s degree at the Federal University of Santa Maria, in the research line “Pedagogical Management and Educational Contexts”. This study aims to answer the following research problem “How the process of becoming and recognizing oneself as a teacher is constructed in the path of English teachers who act in preschool education?”. It aims to understand how English teachers who act at the preschool level guide their practices and how they consolidate them along their trajectories. As literature review, it will present the main legal policies of teaching English in Brazil, studies about the formation of English teachers who act at the preschool level, and prominent theoreticians in the narrative research field, such as Bertaux (2011), Delory Momberger (2009), Ferraroti (2010), Josso (2004) e Pineau and Le Grand (2011). The methodology is composed of qualitative research, developed by the (auto)biographical method. It utilized documental research, bibliographical research, and semi-structured interviews. The subjects that will compose this study were delimited by the following criteria: a) be an English teacher; b) teach in Santa Maria/RS; c) work at the preschool level. After the interviews, which will be analyzed by semantics appreciation, categories of analysis and topics of category elements will be constructed. Qualitative data were analyzed using the Nvivo software, and grouped into main codes and sub codes, considering the recurrences of the speech. The three main codes are: Personal Genesis (considering their experiences in Elementary, Middle, and High school, and college students and their teaching experiences,focusing on everything that concerns them about their experiences and their subjectivities); Crossings (thinking of teaching as its intricacies and situations that crossed them and were somehow perceived or felt as a barrier or difficulty) and Professional Elan (experiences and perceptions of what brings teacher comfort and contributes to giving meaning to everyday practice). In the results, it was noticed that not all the subjects that participated on this research are professionally prepared for the exercise of the function, and that the movement of feeling able to do it is relating experience and training. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-15 2023-01-13T18:46:42Z 2023-01-13T18:46:42Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/27595 |
url |
http://repositorio.ufsm.br/handle/1/27595 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International 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 |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
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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1805922046588223488 |