Identidades Sociais de Raça, Multiletramentos e a prática pedagógica do professor de Língua Inglesa
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br:8080/tede/handle/tede/2450 |
Resumo: | The context of this research involved two State public schools located on the cowntryside of Paraná. Specifically, it involved two English language teachers of elementary school, invited to participate in the study during a workshop of continued training of 60 hours, in which it was reflected the social identities of race and teaching practice permeated by multiliteracies resources. The research questions that permeate this work are: ─what were the perceptions of each teacher during the workshop of continuing education on the subject of social identities of race and multiliteracies?- what were the perceptions of each teacher about how their own practice, through a formation course reflections, about the social identities of race and multiliteracies in English classes? ─what were the perceptions about how the multiliteracies theory can contribute to reflections about social identities of race and multiliteracies in English classes? ─ The theme of research is about perceptions of these two teachers about social identities of race, multiliteracies and teaching practice during and after the workshop of continuing education. To answer these questions, the research was supported by the theoretical framework of Applied Linguistics (MOITA LOPES, 2006). In addition, it was consulted many sources that deal with social identities race (FERREIRA, 2012a), about literacies (SOARES, 2003; KLEIMAN, 2005) new studies of literacy (STREET, 2003), multiliteracies (COPE, KALANTZIS, 2000) and critical discourse analysis (FAIRCLOUGH, 2001; VAN DIJK, 2012). These information were really important to the reflections of this work. Methodologically, it is a qualitative and grounded nature of research in Applied Linguistics, which presented a proposal for action- research / intervention as methodology, whereas the theoretical and practical reflections were held since the beginning of the teacher training workshop up to the end, which resulted in the use of didactic sequence elaborated by teachers in order to improve the teaching practice. The data generation tools were: observation diary, reflective accounts, autobiographies, questionnaire, interview and writing classes, while using the courseware developed by two teachers. The results point that the multiliteracies resources contributed to improve the practice of teachers and it helped in hinking about social identities race. This work also showed that more targeted reflections to equip teachers of Language teaching area, especially English Language, are necessary. Except theoretical/ methodological limitations, the conclusion points to positive perceptions of both teachers about the participation of a training workshop on social identities of race and multiliteracies and its contribution to reflections on the racial issue in English Language classes. |
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Ferreira, Aparecida de JesusCPF:60338709991http://lattes.cnpq.br/2238891866036822Santos, Maria Elena PiresCPF:60542349949http://lattes.cnpq.br/9605825897881271Costa-hübes, Terezinha da ConceiçãoCPF:79686044949http://lattes.cnpq.br/5764532456858431Jovino, Ione da SilvaCPF:6818895653http://lattes.cnpq.br/6714175723955949Oliveira, Míria Gomes deCPF:61541079604http://lattes.cnpq.br/5707036544040784Busse, SanimarCPF:90613171934http://lattes.cnpq.br/6743779015422687CPF:02814885928http://lattes.cnpq.br/0801545367008340Ferreira, Susana Aparecida2017-07-10T18:56:02Z2017-01-142016-06-03FERREIRA, Susana Aparecida. Social race s identities, multiliteracies and the pedagogical practice of english language teacher. 2016. 319 f. Dissertação (Mestrado em Linguagem e Sociedade) - Universidade Estadual do Oeste do Parana, Cascavel, 2016.http://tede.unioeste.br:8080/tede/handle/tede/2450The context of this research involved two State public schools located on the cowntryside of Paraná. Specifically, it involved two English language teachers of elementary school, invited to participate in the study during a workshop of continued training of 60 hours, in which it was reflected the social identities of race and teaching practice permeated by multiliteracies resources. The research questions that permeate this work are: ─what were the perceptions of each teacher during the workshop of continuing education on the subject of social identities of race and multiliteracies?- what were the perceptions of each teacher about how their own practice, through a formation course reflections, about the social identities of race and multiliteracies in English classes? ─what were the perceptions about how the multiliteracies theory can contribute to reflections about social identities of race and multiliteracies in English classes? ─ The theme of research is about perceptions of these two teachers about social identities of race, multiliteracies and teaching practice during and after the workshop of continuing education. To answer these questions, the research was supported by the theoretical framework of Applied Linguistics (MOITA LOPES, 2006). In addition, it was consulted many sources that deal with social identities race (FERREIRA, 2012a), about literacies (SOARES, 2003; KLEIMAN, 2005) new studies of literacy (STREET, 2003), multiliteracies (COPE, KALANTZIS, 2000) and critical discourse analysis (FAIRCLOUGH, 2001; VAN DIJK, 2012). These information were really important to the reflections of this work. Methodologically, it is a qualitative and grounded nature of research in Applied Linguistics, which presented a proposal for action- research / intervention as methodology, whereas the theoretical and practical reflections were held since the beginning of the teacher training workshop up to the end, which resulted in the use of didactic sequence elaborated by teachers in order to improve the teaching practice. The data generation tools were: observation diary, reflective accounts, autobiographies, questionnaire, interview and writing classes, while using the courseware developed by two teachers. The results point that the multiliteracies resources contributed to improve the practice of teachers and it helped in hinking about social identities race. This work also showed that more targeted reflections to equip teachers of Language teaching area, especially English Language, are necessary. Except theoretical/ methodological limitations, the conclusion points to positive perceptions of both teachers about the participation of a training workshop on social identities of race and multiliteracies and its contribution to reflections on the racial issue in English Language classes.O contexto desta pesquisa envolveu duas escolas públicas estaduais situadas no interior do estado do Paraná. Especificamente, envolveu duas professoras de Língua Inglesa (LI) de Ensino Fundamental, convidadas a participar da pesquisa durante uma oficina de formação continuada de 60 horas que refletiu a respeito de identidades sociais de raça e prática docente e os recursos de multiletramentos. As perguntas de pesquisa que permearam esse trabalho foram: ─Quais foram as percepções das duas professoras durante uma oficina de formação continuada a respeito da temática acerca de identidades sociais de raça e multiletramentos? ─Que percepções cada professora teve sobre a temática identidades sociais de raça e a própria prática pedagógica, a partir de uma formação continuada acerca de identidades sociais de raça e multiletramentos? ─Quais foram as percepções das professoras a respeito de como os multiletramentos podem contribuir para as reflexões acerca de identidades sociais de raça nas aulas de Língua Inglesa? A temática da pesquisa versou sobre as percepções dessas duas professoras a respeito de identidades sociais de raça, multiletramentos e prática docente durante e após a oficina de formação continuada. Para responder a tais questionamentos, a pesquisa foi sustentada pelo arcabouço teórico da Linguística Aplicada (MOITA LOPES, 2006). Além disso, foram consultadas várias fontes que versam sobre identidades sociais de raça (FERREIRA, 2012a), sobre letramentos (SOARES, 2003; KLEIMAN, 2005), sobre novos estudos do letramento (STREET, 2003), sobre multiletramentos (COPE, KALANTZIS, 2000) e sobre análise crítica do discurso (FAIRCLOUGH, 2001; VAN DIJK, 2012). Essas consultas foram de suma importância para as reflexões registradas neste trabalho. Metodologicamente, trata-se de uma pesquisa de cunho qualitativo e alicerçada na LA, que trouxe uma proposta de pesquisa-ação/intervenção como metodologia, ao passo que as reflexões teóricas e práticas foram realizadas desde o início da oficina de formação de professores até o final da utilização da sequência didática elaborada pelas docentes visando ao aprimoramento da prática pedagógica. Os instrumentos de geração de dados foram: observação com diário de campo, relatos reflexivos, autobiografias, questionário, entrevista e gravação das aulas durante a utilização do material didático elaborado pelas duas professoras. Os resultados apontaram na direção de que os recursos de multiletramentos contribuíram para melhorar a prática das professoras e auxiliaram na reflexão sobre identidades sociais de raça. E que reflexões mais direcionadas para instrumentalizar docentes da área do ensino de Línguas, especialmente LI (Língua Inglesa), são necessárias. Salvo limitações teóricas/metodológicas, a conclusão apontou para percepções positivas das duas professoras a respeito da participação numa oficina de formação sobre identidades sociais de raça e multiletramentos e sua contribuição para reflexões sobre a temática racial nas aulas de LI.Made available in DSpace on 2017-07-10T18:56:02Z (GMT). No. of bitstreams: 1 Susana_ Ferreira.pdf: 4106070 bytes, checksum: 1044accb1700604b74985f1093a3a898 (MD5) Previous issue date: 2016-06-03Fundação Araucáriaapplication/pdfporUniversidade Estadual do Oeste do ParanaPrograma de Pós-Graduação "Stricto Sensu" em LetrasUNIOESTEBRLinguagem e SociedadeIdentidades sociais de raçaMultiletramentosPrática pedagógica em aulas de Língua InglesaSocial Identities raceMultiliteraciesPedagogical practice in English Language classesCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASIdentidades Sociais de Raça, Multiletramentos e a prática pedagógica do professor de Língua InglesaSocial race s identities, multiliteracies and the pedagogical practice of english language teacherinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALSusana_ Ferreira.pdfapplication/pdf4106070http://tede.unioeste.br:8080/tede/bitstream/tede/2450/1/Susana_+Ferreira.pdf1044accb1700604b74985f1093a3a898MD51tede/24502017-07-10 15:56:02.524oai:tede.unioeste.br:tede/2450Biblioteca Digital de Teses e Dissertaçõeshttp://tede.unioeste.br/PUBhttp://tede.unioeste.br/oai/requestbiblioteca.repositorio@unioeste.bropendoar:2017-07-10T18:56:02Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE)false |
dc.title.por.fl_str_mv |
Identidades Sociais de Raça, Multiletramentos e a prática pedagógica do professor de Língua Inglesa |
dc.title.alternative.eng.fl_str_mv |
Social race s identities, multiliteracies and the pedagogical practice of english language teacher |
title |
Identidades Sociais de Raça, Multiletramentos e a prática pedagógica do professor de Língua Inglesa |
spellingShingle |
Identidades Sociais de Raça, Multiletramentos e a prática pedagógica do professor de Língua Inglesa Ferreira, Susana Aparecida Identidades sociais de raça Multiletramentos Prática pedagógica em aulas de Língua Inglesa Social Identities race Multiliteracies Pedagogical practice in English Language classes CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Identidades Sociais de Raça, Multiletramentos e a prática pedagógica do professor de Língua Inglesa |
title_full |
Identidades Sociais de Raça, Multiletramentos e a prática pedagógica do professor de Língua Inglesa |
title_fullStr |
Identidades Sociais de Raça, Multiletramentos e a prática pedagógica do professor de Língua Inglesa |
title_full_unstemmed |
Identidades Sociais de Raça, Multiletramentos e a prática pedagógica do professor de Língua Inglesa |
title_sort |
Identidades Sociais de Raça, Multiletramentos e a prática pedagógica do professor de Língua Inglesa |
author |
Ferreira, Susana Aparecida |
author_facet |
Ferreira, Susana Aparecida |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ferreira, Aparecida de Jesus |
dc.contributor.advisor1ID.fl_str_mv |
CPF:60338709991 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2238891866036822 |
dc.contributor.referee1.fl_str_mv |
Santos, Maria Elena Pires |
dc.contributor.referee1ID.fl_str_mv |
CPF:60542349949 |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9605825897881271 |
dc.contributor.referee2.fl_str_mv |
Costa-hübes, Terezinha da Conceição |
dc.contributor.referee2ID.fl_str_mv |
CPF:79686044949 |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5764532456858431 |
dc.contributor.referee3.fl_str_mv |
Jovino, Ione da Silva |
dc.contributor.referee3ID.fl_str_mv |
CPF:6818895653 |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6714175723955949 |
dc.contributor.referee4.fl_str_mv |
Oliveira, Míria Gomes de |
dc.contributor.referee4ID.fl_str_mv |
CPF:61541079604 |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/5707036544040784 |
dc.contributor.referee5.fl_str_mv |
Busse, Sanimar |
dc.contributor.referee5ID.fl_str_mv |
CPF:90613171934 |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/6743779015422687 |
dc.contributor.authorID.fl_str_mv |
CPF:02814885928 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0801545367008340 |
dc.contributor.author.fl_str_mv |
Ferreira, Susana Aparecida |
contributor_str_mv |
Ferreira, Aparecida de Jesus Santos, Maria Elena Pires Costa-hübes, Terezinha da Conceição Jovino, Ione da Silva Oliveira, Míria Gomes de Busse, Sanimar |
dc.subject.por.fl_str_mv |
Identidades sociais de raça Multiletramentos Prática pedagógica em aulas de Língua Inglesa |
topic |
Identidades sociais de raça Multiletramentos Prática pedagógica em aulas de Língua Inglesa Social Identities race Multiliteracies Pedagogical practice in English Language classes CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Social Identities race Multiliteracies Pedagogical practice in English Language classes |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The context of this research involved two State public schools located on the cowntryside of Paraná. Specifically, it involved two English language teachers of elementary school, invited to participate in the study during a workshop of continued training of 60 hours, in which it was reflected the social identities of race and teaching practice permeated by multiliteracies resources. The research questions that permeate this work are: ─what were the perceptions of each teacher during the workshop of continuing education on the subject of social identities of race and multiliteracies?- what were the perceptions of each teacher about how their own practice, through a formation course reflections, about the social identities of race and multiliteracies in English classes? ─what were the perceptions about how the multiliteracies theory can contribute to reflections about social identities of race and multiliteracies in English classes? ─ The theme of research is about perceptions of these two teachers about social identities of race, multiliteracies and teaching practice during and after the workshop of continuing education. To answer these questions, the research was supported by the theoretical framework of Applied Linguistics (MOITA LOPES, 2006). In addition, it was consulted many sources that deal with social identities race (FERREIRA, 2012a), about literacies (SOARES, 2003; KLEIMAN, 2005) new studies of literacy (STREET, 2003), multiliteracies (COPE, KALANTZIS, 2000) and critical discourse analysis (FAIRCLOUGH, 2001; VAN DIJK, 2012). These information were really important to the reflections of this work. Methodologically, it is a qualitative and grounded nature of research in Applied Linguistics, which presented a proposal for action- research / intervention as methodology, whereas the theoretical and practical reflections were held since the beginning of the teacher training workshop up to the end, which resulted in the use of didactic sequence elaborated by teachers in order to improve the teaching practice. The data generation tools were: observation diary, reflective accounts, autobiographies, questionnaire, interview and writing classes, while using the courseware developed by two teachers. The results point that the multiliteracies resources contributed to improve the practice of teachers and it helped in hinking about social identities race. This work also showed that more targeted reflections to equip teachers of Language teaching area, especially English Language, are necessary. Except theoretical/ methodological limitations, the conclusion points to positive perceptions of both teachers about the participation of a training workshop on social identities of race and multiliteracies and its contribution to reflections on the racial issue in English Language classes. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-06-03 |
dc.date.accessioned.fl_str_mv |
2017-07-10T18:56:02Z |
dc.date.available.fl_str_mv |
2017-01-14 |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
FERREIRA, Susana Aparecida. Social race s identities, multiliteracies and the pedagogical practice of english language teacher. 2016. 319 f. Dissertação (Mestrado em Linguagem e Sociedade) - Universidade Estadual do Oeste do Parana, Cascavel, 2016. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br:8080/tede/handle/tede/2450 |
identifier_str_mv |
FERREIRA, Susana Aparecida. Social race s identities, multiliteracies and the pedagogical practice of english language teacher. 2016. 319 f. Dissertação (Mestrado em Linguagem e Sociedade) - Universidade Estadual do Oeste do Parana, Cascavel, 2016. |
url |
http://tede.unioeste.br:8080/tede/handle/tede/2450 |
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por |
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openAccess |
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Universidade Estadual do Oeste do Parana |
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Programa de Pós-Graduação "Stricto Sensu" em Letras |
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UNIOESTE |
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BR |
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Linguagem e Sociedade |
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Universidade Estadual do Oeste do Parana |
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