Voos em direção à formação de professores em uma perspectiva complexo-transdisciplinar

• Autor(a) principal: Almeida, Ludmila Nogueira de
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/31540; http://doi.org/10.14393/ufu.te.2020.721
• topic: Linguística; Linguistics; Complexidade; Complexity; Transdisciplinaridade; Transdisciplinary; Formação de Professores de línguas; Language teacher training; Avaliação; Evaluation; Ensino; Teaching; Criatividade; Creativity; CNPQ::LINGUISTICA, LETRAS E ARTES; Linguística; Professores - Formação; Lingüística aplicada

ABSTRACT In this present research, I describe and interpret the phenomenon of teaching that was intended to be complex and transdisciplinary in an initial training course for language teachers, from the perspective of those who experienced it. This phenomenon was experienced in a discipline of the first period of a Course of Letters Degree from a public University of Minas Gerais, Brazil. The investigation has as theoretical basis the complexity (MORIN, 2002; 2005a; 2005b; 2005c; 2013; 2014), the transdisciplinarity (NICOLESCU, 2001; 2002; 2013; 2019), the Applied Linguistics (FABRÍCIO, 2013; FREIRE, 2007; 2009; 2012a, 2012b) and its consequences in teacher training and practice (ALMEIDA, 2015; ARAÚJO, 2012; MORAES, 2007; 2010; 2015), among others researches. The target phenomenon of this study took place, above all, in the actions of a teacher who trained in a Language Graduation Course who sought to guide his teaching practice from his interpretation of what it is to be a complex and transdisciplinary teacher. The chosen methodology for the interpretation of the phenomenon is the complex hermeneutic-phenomenological approach (FREIRE, 2007, 2010, 2012b; van MANEN 1990), through which the phenomenon was described and interpreted using the following texts: the critical-reflective diaries written by the teacher; the didactic-pedagogical resources created and used by her; the Critical-reflective Diaries written by students during the course and the texts from the transcription of an Hermeneutic Conversation held with them after the end of the course. This qualitative research methodology aims, through the mediation of its descriptive and interpretative procedures, to search for themes that may represent the meanings of the phenomenon under investigation. Therefore, the research revealed, through the interpretation of the texts produced by the students, the following themes and subthemes: motivation, self-knowledge, change, satisfaction, safety, need, creativity, unforgettable, recognition, teaching, connection, evaluation, non-teaching, strangeness, engagement, experimentation and criticality. These nouns represent the meanings of the experience of a teacher who is looking for an understanding of what is being, knowing, coexisting and doing complex and transdisciplinary in teaching practice, as well they represent the meanings constructed by students, teachers in training, when experiencing the investigated phenomenon. The research path also brought the evidence that the aspect of teacher training may be present in any discipline of a Teacher’s training degree when the teacher teaches from a complex-transdisciplinary perspective. Finally, this investigation evidenced the researcher's need and desire to continue hermeneutic-phenomenological studies of complex-transdisciplinary practices, so that other facets of the teaching-learning phenomenon are further investigated, such as the multidimensionality of the subject in its cognitive, creative and affective aspects. The investigation, in its entirety, also demonstrated that can be a possible starting point for the design and improvement of teaching practices that want to be complex-transdisciplinary.