Teletandem e formação contínua de professores vinculados à rede pública de ensino do interior paulista: um estudo de caso
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Data
2011-02-03
Autores
Funo, Ludmila Belotti Andreu [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa configura-se como um estudo de caso sobre representações sociais de professoras brasileiras de espanhol/ LE, vinculadas a rede pública de ensino do Estado de São Paulo e que lecionam em Centros de estudo de Línguas, SEE-SP. Buscaram-se indícios sobre as representações dessas participantes de pesquisa acerca: (a) do teletandem, (b) da tecnologia que subsidia sua prática, bem como (c) das reflexões dessas professoras sobre a realidade instaurada pelo teletandem e suas experiências em âmbito profissional. O contexto do estudo foi um curso (semi-presencial) de formação continuada ministrado durante o segundo semestre de 2009 que se intitulou Formação do Professor para o Ensino/Aprendizagem de Línguas Estrangeiras em Tandem. Fundamentada por uma metodologia qualitativa, a interpretação dos dados aponta para a existência de quatro campos representacionais que se inter-influenciam: (a) como as participantes de pesquisa se representam com relação à tecnologia; (b) como as participantes de pesquisa representam a relação de seus alunos com a tecnologia; (c) como as participantes representam a tecnologia, e, (d) como as participantes representam o teletandem e a tecnologia que lhe dá subsídios. As reflexões das participantes de pesquisa contemplaram vários aspectos da aprendizagem em teletandem, dentre eles: (a) as características do idioma a ser ensinado e aprendido em teletandem (tipo de variante), (b) a vivência intercultural obtida através do contato com falantes nativos das línguas-alvo, (c) a natureza real e virtual (telepresencial) das interações em teletandem, e (d) as possibilidades de orientação e de mediação para interagentes que participem desse contexto de ensino/ aprendizagem de línguas síncrona e online
This research can be defined as a case study of the social representations of female Brazilian teachers of Spanish as Foreign Language within the public elementary school system of São Paulo State. These teachers teach in the Centers of Foreign Languages Study - SEESP). Evidences of these participants’ social representations regarding (a) teletandem, (b) the technology that supports teletandem, as well as, (c) these teachers’ reflections about the reality established by teletandem in contrast to their other professional foreign language teaching experiences. The context of the study was a blended continuing education course entitled Teacher Development for the Teaching/Learning of Foreign Languages in Tandem. Grounded on a qualitative methodology, data analysis revealed the existence of four interactive representational fields that are mutually influential: (a) how participants represent themselves in relation to technology, (b) how participants represent the relationship between their students and technology; (c) how these participants represent technology itself; and, (d) how they represent teletandem and the technology used to subside its practices. The reflections of the research participants throughout this study contemplate various aspects of the teletandem learning process, including: (a) the characteristics of language to be taught and learned during teletandem sessions (i.e: which variations ought to be of more prestige); (b) the intercultural experience gained through contact with native speakers of target language; (c) the nature of teletandem interactions (blended, virtual/real, telepresencial); and, (d) the possibility to mediate and to facilitate learning among peers via this synchronous online environment of language exchange
This research can be defined as a case study of the social representations of female Brazilian teachers of Spanish as Foreign Language within the public elementary school system of São Paulo State. These teachers teach in the Centers of Foreign Languages Study - SEESP). Evidences of these participants’ social representations regarding (a) teletandem, (b) the technology that supports teletandem, as well as, (c) these teachers’ reflections about the reality established by teletandem in contrast to their other professional foreign language teaching experiences. The context of the study was a blended continuing education course entitled Teacher Development for the Teaching/Learning of Foreign Languages in Tandem. Grounded on a qualitative methodology, data analysis revealed the existence of four interactive representational fields that are mutually influential: (a) how participants represent themselves in relation to technology, (b) how participants represent the relationship between their students and technology; (c) how these participants represent technology itself; and, (d) how they represent teletandem and the technology used to subside its practices. The reflections of the research participants throughout this study contemplate various aspects of the teletandem learning process, including: (a) the characteristics of language to be taught and learned during teletandem sessions (i.e: which variations ought to be of more prestige); (b) the intercultural experience gained through contact with native speakers of target language; (c) the nature of teletandem interactions (blended, virtual/real, telepresencial); and, (d) the possibility to mediate and to facilitate learning among peers via this synchronous online environment of language exchange
Descrição
Palavras-chave
Distance learning, Lingüística aplicada, Línguas - Estudo e ensino, Linguas - Formação de professores, Professores de línguas - Formação, Ensino à distância, Teletandem, Educação a distância
Como citar
FUNO, Ludmila Belotti Andreu. Teletandem e formação contínua de professores vinculados à rede pública de ensino do interior paulista: um estudo de caso. 2011. 195 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências, Letras e Ciências Exatas, 2011.