A vivência da presença social : histórias de um curso online para professores de inglês
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/15464 https://doi.org/10.14393/ufu.di.2014.141 |
Resumo: | We commonly hear sentences labeling the virtual learning environment and all interaction which takes place on the web in a negative way. My experience in the virtual environment has made me feel differently. For me, it s a space where I meet people to learn together. This research has the objective to observe and analyze how participants of an online course live and feel the social presence and how different views of this concept can influence the teaching and the learning process. The research was developed throughout an online course moderated by me via the Federal University of Uberlândia offered to twenty English teachers from different areas in Brazil where three teacher-students were direct participants. The field texts were composed by diaries written by me during the moderation of the online course, messages exchanged between participants throughout the course, my autobiographical stories, posts written by participants on their individual e-portfolio, the recordings of our synchronous classes, e-mails exchanged by us during and after the online course and texts written by participants. The literature review brings studies on social presence (SHORT et al., 1976; GUNAWARDENA, 1995; WALTHER, 1996; GARRISON et al., 2000; TU, 2002; SWAN, 2003; LOWENTHAL, 2010), on interaction (HILLMAN, WILLIS; GUNAWARDENA, 1994; MOORE; KEARSLEY, 2005), on learning communities (WENGER, 1998; GARRISON, ANDERSON; ARCHER, 2000; GARRISON, 2006; WENGER; WHITE; SMITH, 2009) as well as on and the presence of teachers and students in the online learning environment (MASON, 1998; BERGE, 2000; MORGADO, 2001; SILVA, 2011). The theoretical-methodological path chosen was Narrative Inquiry (CONNELLY; CLANDININ, 2000; CONNELLY; CLANDININ, 2006; CLANDININ; ROSIEK, 2007; CONNELLY; CAINE, 2013; MELLO, 2005; MELLO, 2013). To compose meaning of our lived experience, I adopt the perspective of Ely, Vinz, Downing e Anzul (1997). Throughout the research, I could observe that each participant lived social presence in a unique way. As I see it, our convictions of what it means to be present in an online environment have shaped both the way we lived the experience, as well as how we choose to teach and learn online. I believe the results of this research can bring forth reflections and discussions about social presence and its role in online courses. |
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2016-06-22T18:42:32Z2014-09-092016-06-22T18:42:32Z2014-02-26MENEZES, Ana Maria Camin de. A vivência da presença social : histórias de um curso online para professores de inglês. 2014. 187 f. Dissertação (Mestrado em Linguística Letras e Artes) - Universidade Federal de Uberlândia, Uberlândia, 2014. Disponível em: https://doi.org/10.14393/ufu.di.2014.141https://repositorio.ufu.br/handle/123456789/15464https://doi.org/10.14393/ufu.di.2014.141We commonly hear sentences labeling the virtual learning environment and all interaction which takes place on the web in a negative way. My experience in the virtual environment has made me feel differently. For me, it s a space where I meet people to learn together. This research has the objective to observe and analyze how participants of an online course live and feel the social presence and how different views of this concept can influence the teaching and the learning process. The research was developed throughout an online course moderated by me via the Federal University of Uberlândia offered to twenty English teachers from different areas in Brazil where three teacher-students were direct participants. The field texts were composed by diaries written by me during the moderation of the online course, messages exchanged between participants throughout the course, my autobiographical stories, posts written by participants on their individual e-portfolio, the recordings of our synchronous classes, e-mails exchanged by us during and after the online course and texts written by participants. The literature review brings studies on social presence (SHORT et al., 1976; GUNAWARDENA, 1995; WALTHER, 1996; GARRISON et al., 2000; TU, 2002; SWAN, 2003; LOWENTHAL, 2010), on interaction (HILLMAN, WILLIS; GUNAWARDENA, 1994; MOORE; KEARSLEY, 2005), on learning communities (WENGER, 1998; GARRISON, ANDERSON; ARCHER, 2000; GARRISON, 2006; WENGER; WHITE; SMITH, 2009) as well as on and the presence of teachers and students in the online learning environment (MASON, 1998; BERGE, 2000; MORGADO, 2001; SILVA, 2011). The theoretical-methodological path chosen was Narrative Inquiry (CONNELLY; CLANDININ, 2000; CONNELLY; CLANDININ, 2006; CLANDININ; ROSIEK, 2007; CONNELLY; CAINE, 2013; MELLO, 2005; MELLO, 2013). To compose meaning of our lived experience, I adopt the perspective of Ely, Vinz, Downing e Anzul (1997). Throughout the research, I could observe that each participant lived social presence in a unique way. As I see it, our convictions of what it means to be present in an online environment have shaped both the way we lived the experience, as well as how we choose to teach and learn online. I believe the results of this research can bring forth reflections and discussions about social presence and its role in online courses.É comum ouvirmos frases que rotulam negativamente o ambiente virtual de aprendizagem e toda interação que ali ocorre. Entretanto, minha experiência nesse ambiente faz com que eu não perceba o ambiente virtual como frio e, sim, como um espaço onde encontro pessoas para aprender. Esta pesquisa teve como objetivo observar e analisar como participantes de cursos online vivenciam a presença social e como as concepções desse conceito podem influenciar o processo de ensino e aprendizagem online. A pesquisa foi desenvolvida durante um curso de extensão online moderado por mim1 por meio da Universidade Federal de Uberlândia para vinte professores de Inglês de diferentes partes do Brasil, dos quais três foram participantes diretos. Os textos de campo foram compostos por diários de bordo escritos por mim durante a moderação do curso online, mensagens trocadas entre os participantes ao longo do curso, minhas narrativas autobiográficas, postagens escritas pelos participantes no portfólio virtual individual, as gravações de nossas aulas síncronas, e-mails trocados entre nós durante e após o curso online e relatos escritos pelas participantes. A revisão da literatura traz estudos sobre a presença social (SHORT et al., 1976; GUNAWARDENA, 1995; WALTHER, 1996; GARRISON et al., 2000; TU, 2002; SWAN, 2003; LOWENTHAL, 2010), sobre a interação (HILLMAN, WILLIS; GUNAWARDENA, 1994; MOORE; KEARSLEY, 2005), sobre comunidades de aprendizagem (WENGER, 1998; GARRISON, ANDERSON; ARCHER, 2000; GARRISON, 2006; WENGER; WHITE; SMITH, 2009) e sobre a presença do professor e do aluno no ensino online (MASON, 1998; BERGE, 2000; MORGADO, 2001; SILVA, 2011). O caminho teórico-metodológico escolhido foi o da pesquisa narrativa (CONNELLY; CLANDININ, 2000; CONNELLY; CLANDININ, 2006; CLANDININ; ROSIEK, 2007; CONNELLY; CAINE, 2013; MELLO, 2005; MELLO, 2013). Para a composição de sentidos da experiência vivida, utilizo a perspectiva de Ely, Vinz, Downing e Anzul (1997). Durante esta pesquisa, pude observar que cada participante vivenciou a presença social de maneira singular. A meu ver, nossas convicções do que é estar presente no ambiente online influenciaram tanto a maneira pela qual vivemos a experiência, quanto o modo de ensinar e de aprender nesse espaço. Acredito que os resultados dessa pesquisa poderão oportunizar reflexões e discussões sobre a presença social e sua importância em cursos online.Mestre em Estudos Linguísticosapplication/pdfporUniversidade Federal de UberlândiaPrograma de Pós-graduação em Estudos LinguísticosUFUBRLinguística Letras e ArtesPresença socialComunidade de investigaçãoEnsino onlinePesquisa narrativaLinguagem e línguas - Estudo e ensinoEnsino a distânciaPresenceSocial presenceCommunity of inquiryOnline educationNarrative inquiryCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAA vivência da presença social : histórias de um curso online para professores de inglêsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMello, Dilma Maria dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4761962J0Souza, Valeska Virgínia Soareshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4755509A1Rocha, Cláudia Hilsdorfhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4753001T5http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4366585Y9Menezes, Ana Maria Camin de81765484info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUTHUMBNAILVivenciaPresencaSocial.pdf.jpgVivenciaPresencaSocial.pdf.jpgGenerated Thumbnailimage/jpeg1185https://repositorio.ufu.br/bitstream/123456789/15464/5/VivenciaPresencaSocial.pdf.jpg0754e4c433ade79387ea3cae14cba423MD55VivenciaPresencaSocial_Ficha.pdf.jpgVivenciaPresencaSocial_Ficha.pdf.jpgGenerated Thumbnailimage/jpeg1185https://repositorio.ufu.br/bitstream/123456789/15464/6/VivenciaPresencaSocial_Ficha.pdf.jpga948df87555bf800477971a0392f53e1MD56ORIGINALVivenciaPresencaSocial.pdfapplication/pdf10582563https://repositorio.ufu.br/bitstream/123456789/15464/1/VivenciaPresencaSocial.pdfd5f17dae4af643f0995f762c994e557fMD51VivenciaPresencaSocial_Ficha.pdfapplication/pdf10887https://repositorio.ufu.br/bitstream/123456789/15464/2/VivenciaPresencaSocial_Ficha.pdfcf3567aeb6fc98f938700e006b68d4c0MD52TEXTVivenciaPresencaSocial.pdf.txtVivenciaPresencaSocial.pdf.txtExtracted texttext/plain367194https://repositorio.ufu.br/bitstream/123456789/15464/3/VivenciaPresencaSocial.pdf.txt5d4e640d42383faef95d6e08d2a26f53MD53VivenciaPresencaSocial_Ficha.pdf.txtVivenciaPresencaSocial_Ficha.pdf.txtExtracted texttext/plain802https://repositorio.ufu.br/bitstream/123456789/15464/4/VivenciaPresencaSocial_Ficha.pdf.txt6b1bcacb3ed351e4cb1390b09cea7a03MD54123456789/154642021-08-02 09:05:36.053oai:repositorio.ufu.br:123456789/15464Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2021-08-02T12:05:36Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.por.fl_str_mv |
A vivência da presença social : histórias de um curso online para professores de inglês |
title |
A vivência da presença social : histórias de um curso online para professores de inglês |
spellingShingle |
A vivência da presença social : histórias de um curso online para professores de inglês Menezes, Ana Maria Camin de Presença social Comunidade de investigação Ensino online Pesquisa narrativa Linguagem e línguas - Estudo e ensino Ensino a distância Presence Social presence Community of inquiry Online education Narrative inquiry CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
A vivência da presença social : histórias de um curso online para professores de inglês |
title_full |
A vivência da presença social : histórias de um curso online para professores de inglês |
title_fullStr |
A vivência da presença social : histórias de um curso online para professores de inglês |
title_full_unstemmed |
A vivência da presença social : histórias de um curso online para professores de inglês |
title_sort |
A vivência da presença social : histórias de um curso online para professores de inglês |
author |
Menezes, Ana Maria Camin de |
author_facet |
Menezes, Ana Maria Camin de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mello, Dilma Maria de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4761962J0 |
dc.contributor.referee1.fl_str_mv |
Souza, Valeska Virgínia Soares |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4755509A1 |
dc.contributor.referee2.fl_str_mv |
Rocha, Cláudia Hilsdorf |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4753001T5 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4366585Y9 |
dc.contributor.author.fl_str_mv |
Menezes, Ana Maria Camin de |
contributor_str_mv |
Mello, Dilma Maria de Souza, Valeska Virgínia Soares Rocha, Cláudia Hilsdorf |
dc.subject.por.fl_str_mv |
Presença social Comunidade de investigação Ensino online Pesquisa narrativa Linguagem e línguas - Estudo e ensino Ensino a distância |
topic |
Presença social Comunidade de investigação Ensino online Pesquisa narrativa Linguagem e línguas - Estudo e ensino Ensino a distância Presence Social presence Community of inquiry Online education Narrative inquiry CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
Presence Social presence Community of inquiry Online education Narrative inquiry |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
We commonly hear sentences labeling the virtual learning environment and all interaction which takes place on the web in a negative way. My experience in the virtual environment has made me feel differently. For me, it s a space where I meet people to learn together. This research has the objective to observe and analyze how participants of an online course live and feel the social presence and how different views of this concept can influence the teaching and the learning process. The research was developed throughout an online course moderated by me via the Federal University of Uberlândia offered to twenty English teachers from different areas in Brazil where three teacher-students were direct participants. The field texts were composed by diaries written by me during the moderation of the online course, messages exchanged between participants throughout the course, my autobiographical stories, posts written by participants on their individual e-portfolio, the recordings of our synchronous classes, e-mails exchanged by us during and after the online course and texts written by participants. The literature review brings studies on social presence (SHORT et al., 1976; GUNAWARDENA, 1995; WALTHER, 1996; GARRISON et al., 2000; TU, 2002; SWAN, 2003; LOWENTHAL, 2010), on interaction (HILLMAN, WILLIS; GUNAWARDENA, 1994; MOORE; KEARSLEY, 2005), on learning communities (WENGER, 1998; GARRISON, ANDERSON; ARCHER, 2000; GARRISON, 2006; WENGER; WHITE; SMITH, 2009) as well as on and the presence of teachers and students in the online learning environment (MASON, 1998; BERGE, 2000; MORGADO, 2001; SILVA, 2011). The theoretical-methodological path chosen was Narrative Inquiry (CONNELLY; CLANDININ, 2000; CONNELLY; CLANDININ, 2006; CLANDININ; ROSIEK, 2007; CONNELLY; CAINE, 2013; MELLO, 2005; MELLO, 2013). To compose meaning of our lived experience, I adopt the perspective of Ely, Vinz, Downing e Anzul (1997). Throughout the research, I could observe that each participant lived social presence in a unique way. As I see it, our convictions of what it means to be present in an online environment have shaped both the way we lived the experience, as well as how we choose to teach and learn online. I believe the results of this research can bring forth reflections and discussions about social presence and its role in online courses. |
publishDate |
2014 |
dc.date.available.fl_str_mv |
2014-09-09 2016-06-22T18:42:32Z |
dc.date.issued.fl_str_mv |
2014-02-26 |
dc.date.accessioned.fl_str_mv |
2016-06-22T18:42:32Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MENEZES, Ana Maria Camin de. A vivência da presença social : histórias de um curso online para professores de inglês. 2014. 187 f. Dissertação (Mestrado em Linguística Letras e Artes) - Universidade Federal de Uberlândia, Uberlândia, 2014. Disponível em: https://doi.org/10.14393/ufu.di.2014.141 |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufu.br/handle/123456789/15464 |
dc.identifier.doi.por.fl_str_mv |
https://doi.org/10.14393/ufu.di.2014.141 |
identifier_str_mv |
MENEZES, Ana Maria Camin de. A vivência da presença social : histórias de um curso online para professores de inglês. 2014. 187 f. Dissertação (Mestrado em Linguística Letras e Artes) - Universidade Federal de Uberlândia, Uberlândia, 2014. Disponível em: https://doi.org/10.14393/ufu.di.2014.141 |
url |
https://repositorio.ufu.br/handle/123456789/15464 https://doi.org/10.14393/ufu.di.2014.141 |
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por |
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application/pdf |
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Universidade Federal de Uberlândia |
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Programa de Pós-graduação em Estudos Linguísticos |
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UFU |
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BR |
dc.publisher.department.fl_str_mv |
Linguística Letras e Artes |
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Universidade Federal de Uberlândia |
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