The construction of the teacher’s action by English teachers for children: a view to teaching as labor

Detalhes bibliográficos
Autor(a) principal: Brossi, Giuliana Castro
Data de Publicação: 2021
Outros Autores: Tonelli, Juliana Reichert Assunção
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Alfa (São José do Rio Preto. Online)
Texto Completo: https://periodicos.fclar.unesp.br/alfa/article/view/13180
Resumo: This article aims at recognizing the activity of teaching English as a Foreign Language to children and the dimensions of the teacher action based on the theoretical and methodological principles of the Sociodiscursive interactionism (BRONCKART, 1999-2003; 2007; 2008). The data were resumed from two case studies from 2013/2014 and 2015/2016. The theoretical input examines the existing gap in the Humanities curriculum education regarding teaching English to children in Brazil (ROCHA; BASSO, 2007, 2012; ROCHA; TONELLI; SILVA, 2010; TONELLI; FERREIRO; BELO-CORDEIRO, 2017; SANTOS; BENEDETTI, 2009), on behalf of children’s particularities (VYGOTSKY, 1998), and education for a critical citizenship (ROCHA; BASSO, 2007; PESSOA; BORELLI, 2011). Teaching as labor and how the teacher’s action is shaped (FAῘTA, 2004; AMIGUES, 2004; MACHADO, 2004) anchor the analyses of the teachers’ reflections. Data were generated through interviews and a reflexive session based upon a drawing (TONELLI, 2016). Data analyses reinforced the relevance of teacher education targeted at the specific traces of the English to children teaching education activity, composed of every dimension of the human being. It also revealed teachers’ beliefs about teaching EFLC in public schools as well as traces of linguistic imperialism influence.
id UNESP-4_ce938caf5f0df046ea9be80d8d2abe21
oai_identifier_str oai:ojs.pkp.sfu.ca:article/13180
network_acronym_str UNESP-4
network_name_str Alfa (São José do Rio Preto. Online)
repository_id_str
spelling The construction of the teacher’s action by English teachers for children: a view to teaching as laborA construção do agir docente por professoras de língua inglesa para crianças: um olhar para o ensino como trabalhoatividade docenteergonomiaformação crítica de professoresinglês para criançasinteracionismo sociodiscursivoteaching activityergonomicscritical teacher educationEnglish for childrensociodiscursive interactionismThis article aims at recognizing the activity of teaching English as a Foreign Language to children and the dimensions of the teacher action based on the theoretical and methodological principles of the Sociodiscursive interactionism (BRONCKART, 1999-2003; 2007; 2008). The data were resumed from two case studies from 2013/2014 and 2015/2016. The theoretical input examines the existing gap in the Humanities curriculum education regarding teaching English to children in Brazil (ROCHA; BASSO, 2007, 2012; ROCHA; TONELLI; SILVA, 2010; TONELLI; FERREIRO; BELO-CORDEIRO, 2017; SANTOS; BENEDETTI, 2009), on behalf of children’s particularities (VYGOTSKY, 1998), and education for a critical citizenship (ROCHA; BASSO, 2007; PESSOA; BORELLI, 2011). Teaching as labor and how the teacher’s action is shaped (FAῘTA, 2004; AMIGUES, 2004; MACHADO, 2004) anchor the analyses of the teachers’ reflections. Data were generated through interviews and a reflexive session based upon a drawing (TONELLI, 2016). Data analyses reinforced the relevance of teacher education targeted at the specific traces of the English to children teaching education activity, composed of every dimension of the human being. It also revealed teachers’ beliefs about teaching EFLC in public schools as well as traces of linguistic imperialism influence.Este artigo objetiva conhecer a atividade do/a professor/a de língua inglesa para crianças (LIC) e as dimensões desse agir com base nos fundamentos teórico-metodológicos do Interacionismo Sociodiscursivo (ISD) (BRONCKART, 1999-2003, 2007, 2008). Os dados foram retomados de dois estudos de caso desenvolvidos em 2014 e 2016. O aporte teórico adotado discute a lacuna existente na formação de professores/as de LIC (ROCHA; TONELLI; SILVA, 2010; TONELLI; FERREIRO; BELO-CORDEIRO, 2017; SANTOS; BENEDETTI, 2009) no que diz respeito às particularidades da criança (VYGOTSKY, 1998) e à formação de cidadãos críticos (ROCHA; BASSO, 2007; PESSOA; BORELLI, 2011). O ensino como trabalho e a constituição do agir docente (FAῘTA, 2004; AMIGUES, 2004; MACHADO, 2004) ancoram as análises dos discursos das professoras investigadas, e para a geração de dados foram utilizados questionários, entrevistas e uma sessão reflexiva mediada por desenho. A análise dos dados reforçou a relevância da formação de professores/as com foco nas especificidades da atividade do/a professor/a de LIC que é constituída de todas as dimensões do humano. A análise também desvelou crenças das professoras a respeito do ensino de LIC na escola pública, e a influência do imperialismo linguístico.UNESP2021-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.fclar.unesp.br/alfa/article/view/1318010.1590/1981-5794-e13180ALFA: Revista de Linguística; v. 65 (2021)1981-5794reponame:Alfa (São José do Rio Preto. Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporenghttps://periodicos.fclar.unesp.br/alfa/article/view/13180/11207https://periodicos.fclar.unesp.br/alfa/article/view/13180/11208Copyright (c) 2021 ALFA: Revista de Linguísticainfo:eu-repo/semantics/openAccessBrossi, Giuliana CastroTonelli, Juliana Reichert Assunção2022-02-09T13:29:45Zoai:ojs.pkp.sfu.ca:article/13180Revistahttp://www.scielo.br/scielo.php?script=sci_serial&pid=1981-5794&lng=pt&nrm=isoPUBhttps://old.scielo.br/oai/scielo-oai.phpalfa@unesp.br1981-57940002-5216opendoar:2022-02-09T13:29:45Alfa (São José do Rio Preto. Online) - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv The construction of the teacher’s action by English teachers for children: a view to teaching as labor
A construção do agir docente por professoras de língua inglesa para crianças: um olhar para o ensino como trabalho
title The construction of the teacher’s action by English teachers for children: a view to teaching as labor
spellingShingle The construction of the teacher’s action by English teachers for children: a view to teaching as labor
Brossi, Giuliana Castro
atividade docente
ergonomia
formação crítica de professores
inglês para crianças
interacionismo sociodiscursivo
teaching activity
ergonomics
critical teacher education
English for children
sociodiscursive interactionism
title_short The construction of the teacher’s action by English teachers for children: a view to teaching as labor
title_full The construction of the teacher’s action by English teachers for children: a view to teaching as labor
title_fullStr The construction of the teacher’s action by English teachers for children: a view to teaching as labor
title_full_unstemmed The construction of the teacher’s action by English teachers for children: a view to teaching as labor
title_sort The construction of the teacher’s action by English teachers for children: a view to teaching as labor
author Brossi, Giuliana Castro
author_facet Brossi, Giuliana Castro
Tonelli, Juliana Reichert Assunção
author_role author
author2 Tonelli, Juliana Reichert Assunção
author2_role author
dc.contributor.author.fl_str_mv Brossi, Giuliana Castro
Tonelli, Juliana Reichert Assunção
dc.subject.por.fl_str_mv atividade docente
ergonomia
formação crítica de professores
inglês para crianças
interacionismo sociodiscursivo
teaching activity
ergonomics
critical teacher education
English for children
sociodiscursive interactionism
topic atividade docente
ergonomia
formação crítica de professores
inglês para crianças
interacionismo sociodiscursivo
teaching activity
ergonomics
critical teacher education
English for children
sociodiscursive interactionism
description This article aims at recognizing the activity of teaching English as a Foreign Language to children and the dimensions of the teacher action based on the theoretical and methodological principles of the Sociodiscursive interactionism (BRONCKART, 1999-2003; 2007; 2008). The data were resumed from two case studies from 2013/2014 and 2015/2016. The theoretical input examines the existing gap in the Humanities curriculum education regarding teaching English to children in Brazil (ROCHA; BASSO, 2007, 2012; ROCHA; TONELLI; SILVA, 2010; TONELLI; FERREIRO; BELO-CORDEIRO, 2017; SANTOS; BENEDETTI, 2009), on behalf of children’s particularities (VYGOTSKY, 1998), and education for a critical citizenship (ROCHA; BASSO, 2007; PESSOA; BORELLI, 2011). Teaching as labor and how the teacher’s action is shaped (FAῘTA, 2004; AMIGUES, 2004; MACHADO, 2004) anchor the analyses of the teachers’ reflections. Data were generated through interviews and a reflexive session based upon a drawing (TONELLI, 2016). Data analyses reinforced the relevance of teacher education targeted at the specific traces of the English to children teaching education activity, composed of every dimension of the human being. It also revealed teachers’ beliefs about teaching EFLC in public schools as well as traces of linguistic imperialism influence.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.fclar.unesp.br/alfa/article/view/13180
10.1590/1981-5794-e13180
url https://periodicos.fclar.unesp.br/alfa/article/view/13180
identifier_str_mv 10.1590/1981-5794-e13180
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/alfa/article/view/13180/11207
https://periodicos.fclar.unesp.br/alfa/article/view/13180/11208
dc.rights.driver.fl_str_mv Copyright (c) 2021 ALFA: Revista de Linguística
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 ALFA: Revista de Linguística
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv UNESP
publisher.none.fl_str_mv UNESP
dc.source.none.fl_str_mv ALFA: Revista de Linguística; v. 65 (2021)
1981-5794
reponame:Alfa (São José do Rio Preto. Online)
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Alfa (São José do Rio Preto. Online)
collection Alfa (São José do Rio Preto. Online)
repository.name.fl_str_mv Alfa (São José do Rio Preto. Online) - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv alfa@unesp.br
_version_ 1820233335543169024

Registros relacionados