Dynamics of collaboration as meaningful learning social practice
Autor(a) principal: | |
---|---|
Data de Publicação: | 2014 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Calidoscópio (Online) |
Texto Completo: | https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2014.121.07 |
Resumo: | This paper aims at discussing meanings of collaboration that arose from experiences within a teacher development program (Pibid) and that were discursively represented by actors involved in collaborative teaching praxis, in the English Language Teacher Education Program, at the State University of Londrina. The assumptions are that meaningful learning is interrelated to deliberate incorporation of different voices in common praxis and that the reorganization of social practices has effects both in the ways practices are represented and maintained-transformed. Data were collected during 2010-2011, with a group of 13 participants. The inductive analysis of lexical-semantic content generated three interpretive categories, in dialogue with Paulo Freire’s ideas. The results focus on the relationship between teacher learning and the forms of organization of teacher practicum.Keywords: collaboration, coteaching, praxis, teacher education. |
id |
Unisinos-3_234115ef6a51a52a197bac2d8e0f4cae |
---|---|
oai_identifier_str |
oai:ojs2.revistas.unisinos.br:article/3789 |
network_acronym_str |
Unisinos-3 |
network_name_str |
Calidoscópio (Online) |
repository_id_str |
|
spelling |
Dynamics of collaboration as meaningful learning social practiceDinâmicas de colaboração como prática social de aprendizagem significativaThis paper aims at discussing meanings of collaboration that arose from experiences within a teacher development program (Pibid) and that were discursively represented by actors involved in collaborative teaching praxis, in the English Language Teacher Education Program, at the State University of Londrina. The assumptions are that meaningful learning is interrelated to deliberate incorporation of different voices in common praxis and that the reorganization of social practices has effects both in the ways practices are represented and maintained-transformed. Data were collected during 2010-2011, with a group of 13 participants. The inductive analysis of lexical-semantic content generated three interpretive categories, in dialogue with Paulo Freire’s ideas. The results focus on the relationship between teacher learning and the forms of organization of teacher practicum.Keywords: collaboration, coteaching, praxis, teacher education.O objetivo deste texto é discutir sentidos de colaboração que decorrem de experiências vividas no interior de práticas do Programa Institucional de Bolsa de Iniciação à Docência (Pibid) e que foram discursivamente representados por atores envolvidos em práxis de ensino colaborativo, no curso de Letras-Inglês, da Universidade Estadual de Londrina. As premissas são as de que aprendizagem significativa se liga à incorporação deliberada de diferente vozes em práxis comum e que a reorganização de práticas sociais tem efeitos tanto nos modos como as práticas são representadas quanto na sua permanência-transformação. Os dados foram coletados ao longo de 2010-2011, em um grupo de 13 participantes. A análise indutiva de conteúdo léxico-semântico gerou três categorias interpretativas, em diálogo com as ideias de Paulo Freire. Os resultados dizem respeito às relações entre aprendizagem de professores/ as e as formas de organização dos contextos de prática de formação.Palavras-chave: colaboração, ensino colaborativo, práxis, formação de professores/as.Unisinos2014-04-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2014.121.07Calidoscópio; Vol. 12 No. 1 (2014): January/April; 64-72Calidoscópio; v. 12 n. 1 (2014): Janeiro/Abril; 64-722177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2014.121.07/4074Mateus, Elaineel Kadri, Michele SallesGaffuri, Pricilainfo:eu-repo/semantics/openAccess2014-06-03T19:03:57Zoai:ojs2.revistas.unisinos.br:article/3789Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2014-06-03T19:03:57Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false |
dc.title.none.fl_str_mv |
Dynamics of collaboration as meaningful learning social practice Dinâmicas de colaboração como prática social de aprendizagem significativa |
title |
Dynamics of collaboration as meaningful learning social practice |
spellingShingle |
Dynamics of collaboration as meaningful learning social practice Mateus, Elaine |
title_short |
Dynamics of collaboration as meaningful learning social practice |
title_full |
Dynamics of collaboration as meaningful learning social practice |
title_fullStr |
Dynamics of collaboration as meaningful learning social practice |
title_full_unstemmed |
Dynamics of collaboration as meaningful learning social practice |
title_sort |
Dynamics of collaboration as meaningful learning social practice |
author |
Mateus, Elaine |
author_facet |
Mateus, Elaine el Kadri, Michele Salles Gaffuri, Pricila |
author_role |
author |
author2 |
el Kadri, Michele Salles Gaffuri, Pricila |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Mateus, Elaine el Kadri, Michele Salles Gaffuri, Pricila |
description |
This paper aims at discussing meanings of collaboration that arose from experiences within a teacher development program (Pibid) and that were discursively represented by actors involved in collaborative teaching praxis, in the English Language Teacher Education Program, at the State University of Londrina. The assumptions are that meaningful learning is interrelated to deliberate incorporation of different voices in common praxis and that the reorganization of social practices has effects both in the ways practices are represented and maintained-transformed. Data were collected during 2010-2011, with a group of 13 participants. The inductive analysis of lexical-semantic content generated three interpretive categories, in dialogue with Paulo Freire’s ideas. The results focus on the relationship between teacher learning and the forms of organization of teacher practicum.Keywords: collaboration, coteaching, praxis, teacher education. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-04-08 |
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://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2014.121.07 |
url |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2014.121.07 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2014.121.07/4074 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unisinos |
publisher.none.fl_str_mv |
Unisinos |
dc.source.none.fl_str_mv |
Calidoscópio; Vol. 12 No. 1 (2014): January/April; 64-72 Calidoscópio; v. 12 n. 1 (2014): Janeiro/Abril; 64-72 2177-6202 reponame:Calidoscópio (Online) instname:Universidade do Vale do Rio dos Sinos (UNISINOS) instacron:Unisinos |
instname_str |
Universidade do Vale do Rio dos Sinos (UNISINOS) |
instacron_str |
Unisinos |
institution |
Unisinos |
reponame_str |
Calidoscópio (Online) |
collection |
Calidoscópio (Online) |
repository.name.fl_str_mv |
Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS) |
repository.mail.fl_str_mv |
cmira@unisinos.br || cmira@unisinos.br |
_version_ |
1792203885200277504 |