Freire, present! Listening, dialogue and horizontality in the continuous education of english teachers

Detalhes bibliográficos
Autor(a) principal: Souza, Lediane Manfé de
Data de Publicação: 2021
Outros Autores: Baumgartner, Carmem Terezinha
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olh@res (Universidade Federal de São Paulo)
Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/12326
Resumo: The present work is an excerpt of an ethnographic doctoral research carried out in a continuing education course for Elementary and High School English teachers, offered by a technical and technological education institution in the state of Paraná. In this study, reactions and resignifications of local knowledge (CANAGARAJAH, 2005; NORTON, 2010) of nine female and two male English language teachers during their participation in the course were investigated. The data analysis presented in this paper was built based on participant observation, field notes and narrative vignettes, typical of the ethnographic experience lived by one of the authors, who also played the role of teacher-educator. Based on the Freirean conception of dialogue and listening, characterized by the principle of horizontality (FREIRE, 1991), the course was designed to dialogue with the teachers and discuss knowledge that would lead to the expansion of  practices in English classes, enabling the language education in foreign/additional language through critical literacy. Among the local knowledge analyzed, the participation of teachers in continuing education courses proved to be subject to resignification during the process of reflexivity.
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spelling Freire, present! Listening, dialogue and horizontality in the continuous education of english teachersFreire, presente! Escuta, diálogo e horizontalidade na formação continuada de professores de inglêsContinuing English teacher EducationDialogue, listening and horizontalityResignification of local knowledgeFormação continuada de professores/as de inglêsDiálogo, escuta e horizontalidadeRessignificação do conhecimento localThe present work is an excerpt of an ethnographic doctoral research carried out in a continuing education course for Elementary and High School English teachers, offered by a technical and technological education institution in the state of Paraná. In this study, reactions and resignifications of local knowledge (CANAGARAJAH, 2005; NORTON, 2010) of nine female and two male English language teachers during their participation in the course were investigated. The data analysis presented in this paper was built based on participant observation, field notes and narrative vignettes, typical of the ethnographic experience lived by one of the authors, who also played the role of teacher-educator. Based on the Freirean conception of dialogue and listening, characterized by the principle of horizontality (FREIRE, 1991), the course was designed to dialogue with the teachers and discuss knowledge that would lead to the expansion of  practices in English classes, enabling the language education in foreign/additional language through critical literacy. Among the local knowledge analyzed, the participation of teachers in continuing education courses proved to be subject to resignification during the process of reflexivity.O presente trabalho é um recorte de uma pesquisa etnográfica de doutorado, realizada em um curso de formação continuada para professores de inglês da Educação Básica, ofertado por uma instituição de ensino técnico e tecnológico do estado do Paraná. Neste estudo, foram investigadas reações e ressignificações do conhecimento local (CANAGARAJAH, 2005; NORTON, 2010) de nove professoras e dois professores de língua inglesa durante sua participação no curso. A análise dos dados apresentada neste artigo foi construída com base na observação participante, notas de campo e vinhetas narrativas, próprias da experiência etnográfica vivenciada por uma das autoras, que também desempenhou o papel de professora-formadora. A partir da concepção freireana do diálogo e da escuta, caracterizada pelo princípio da horizontalidade (FREIRE, 1991), o curso foi pensado para dialogar com os professores e problematizar conhecimentos que levassem à ampliação das possibilidades de trabalho nas aulas de língua inglesa, viabilizando a educação linguística em língua estrangeira/adicional por meio do letramento crítico.  Dentre os conhecimentos locais analisados, a própria participação das professoras e professores em cursos de formação continuada mostrou-se passível de ressignificação durante o processo de reflexividade.Universidade Federal de São Paulo2021-11-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://periodicos.unifesp.br/index.php/olhares/article/view/1232610.34024/olhares.2021.v9.12326Olhares: Revista do Departamento de Educação da Unifesp; v. 9 n. 3 (2021): Número temático: Paulo Freire: 100 anos de práxis libertadora2317-7853reponame:Olh@res (Universidade Federal de São Paulo)instname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESPporhttps://periodicos.unifesp.br/index.php/olhares/article/view/12326/9036Copyright (c) 2021 Lediane Manfé de Souza, Carmem Terezinha Baumgartnerhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSouza, Lediane Manfé deBaumgartner, Carmem Terezinha 2021-11-25T17:11:20Zoai:ojs.pkp.sfu.ca:article/12326Revistahttp://www.olhares.unifesp.br/index.php/olhares/indexPUBhttp://www.olhares.unifesp.br/index.php/olhares/oai||revistaeducacaounifesp@gmail.com|| remarcilio@gmail.com2317-78532317-7853opendoar:2021-11-25T17:11:20Olh@res (Universidade Federal de São Paulo) - Universidade Federal de São Paulo (UNIFESP)false
dc.title.none.fl_str_mv Freire, present! Listening, dialogue and horizontality in the continuous education of english teachers
Freire, presente! Escuta, diálogo e horizontalidade na formação continuada de professores de inglês
title Freire, present! Listening, dialogue and horizontality in the continuous education of english teachers
spellingShingle Freire, present! Listening, dialogue and horizontality in the continuous education of english teachers
Souza, Lediane Manfé de
Continuing English teacher Education
Dialogue, listening and horizontality
Resignification of local knowledge
Formação continuada de professores/as de inglês
Diálogo, escuta e horizontalidade
Ressignificação do conhecimento local
title_short Freire, present! Listening, dialogue and horizontality in the continuous education of english teachers
title_full Freire, present! Listening, dialogue and horizontality in the continuous education of english teachers
title_fullStr Freire, present! Listening, dialogue and horizontality in the continuous education of english teachers
title_full_unstemmed Freire, present! Listening, dialogue and horizontality in the continuous education of english teachers
title_sort Freire, present! Listening, dialogue and horizontality in the continuous education of english teachers
author Souza, Lediane Manfé de
author_facet Souza, Lediane Manfé de
Baumgartner, Carmem Terezinha
author_role author
author2 Baumgartner, Carmem Terezinha
author2_role author
dc.contributor.author.fl_str_mv Souza, Lediane Manfé de
Baumgartner, Carmem Terezinha
dc.subject.por.fl_str_mv Continuing English teacher Education
Dialogue, listening and horizontality
Resignification of local knowledge
Formação continuada de professores/as de inglês
Diálogo, escuta e horizontalidade
Ressignificação do conhecimento local
topic Continuing English teacher Education
Dialogue, listening and horizontality
Resignification of local knowledge
Formação continuada de professores/as de inglês
Diálogo, escuta e horizontalidade
Ressignificação do conhecimento local
description The present work is an excerpt of an ethnographic doctoral research carried out in a continuing education course for Elementary and High School English teachers, offered by a technical and technological education institution in the state of Paraná. In this study, reactions and resignifications of local knowledge (CANAGARAJAH, 2005; NORTON, 2010) of nine female and two male English language teachers during their participation in the course were investigated. The data analysis presented in this paper was built based on participant observation, field notes and narrative vignettes, typical of the ethnographic experience lived by one of the authors, who also played the role of teacher-educator. Based on the Freirean conception of dialogue and listening, characterized by the principle of horizontality (FREIRE, 1991), the course was designed to dialogue with the teachers and discuss knowledge that would lead to the expansion of  practices in English classes, enabling the language education in foreign/additional language through critical literacy. Among the local knowledge analyzed, the participation of teachers in continuing education courses proved to be subject to resignification during the process of reflexivity.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unifesp.br/index.php/olhares/article/view/12326
10.34024/olhares.2021.v9.12326
url https://periodicos.unifesp.br/index.php/olhares/article/view/12326
identifier_str_mv 10.34024/olhares.2021.v9.12326
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unifesp.br/index.php/olhares/article/view/12326/9036
dc.rights.driver.fl_str_mv Copyright (c) 2021 Lediane Manfé de Souza, Carmem Terezinha Baumgartner
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Lediane Manfé de Souza, Carmem Terezinha Baumgartner
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de São Paulo
publisher.none.fl_str_mv Universidade Federal de São Paulo
dc.source.none.fl_str_mv Olhares: Revista do Departamento de Educação da Unifesp; v. 9 n. 3 (2021): Número temático: Paulo Freire: 100 anos de práxis libertadora
2317-7853
reponame:Olh@res (Universidade Federal de São Paulo)
instname:Universidade Federal de São Paulo (UNIFESP)
instacron:UNIFESP
instname_str Universidade Federal de São Paulo (UNIFESP)
instacron_str UNIFESP
institution UNIFESP
reponame_str Olh@res (Universidade Federal de São Paulo)
collection Olh@res (Universidade Federal de São Paulo)
repository.name.fl_str_mv Olh@res (Universidade Federal de São Paulo) - Universidade Federal de São Paulo (UNIFESP)
repository.mail.fl_str_mv ||revistaeducacaounifesp@gmail.com|| remarcilio@gmail.com
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