Os desafios de navegar: a colaboração como bússola da formação contínua de professores de língua inglesa mediante as novas TIC
Carregando...
Data
2011-02-15
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
This work analyzes a collaborative research developed by English language teachers through
the new Information and Communication Technologies (ICT). This study was developed by
me, as an Academic Researcher, together with a group of five teachers of public schools from
the city of Goiânia in the state of Goiás. By setting both virtual and face-to-face group
meetings, we presented, discussed and applied some tools from the Internet in the language
teaching. The main purpose was to verify in which way the collaborative research may
contribute to a less individual teaching practice in Computer Assisted Language Learning and
how the reflection and the action may be alternatives in the teacher education. In the last
years, several studies have been developed in the ICT field (KENSKI, 2003; MORAN, 2000;
PAIVA, 2001; PÓVOA, 2000; SHARMA e BARRET, 2007) as well as some works that deal
with the teacher education in the face of this new technological time (SAMPAIO e LEITE,
2002; SCHNEIDER, 2007). Even with the growing ease of the access to the new
technological tools and the evident insertion of some of them into educational system, there is
a lot to be researched about the issues which involve the teaching practice inside these new
technological demands. The arrival and the constant evolution of the new ICT bring out
meaningful changes in the way we live, relate and even in the way we think. These changes
demand that we rethink our way of acting as teachers and that we search how to adapt the new
ICT to our teaching practice. In order to deal with the education of the teacher as reflective
professionals, we have proposed a discussion about Schön‟s (1983, 1992) theories and the
development of his theories by Zeichner (2003), Zeichner and Liston (1996) and Pérez
Gómez (1992). As part of the theories about the conception of the reflective teacher, we have
discussed the issue of autonomy of teachers (CONTRERAS, 2002; FREIRE, 1996;
GIROUX, 1997) as well as students (HOLEC, 1981; PAIVA, 1998, 2005). This study can be
considered as a collaborative research which fits the qualitative approach (DENZIN &
LINCOLN, 2006; CRESWELL, 2007) and in the definitions of research as an alternative to a
better actuation (LASSONDE e ISRAEL, 2008; HORIKAWA, 2008; HARRY, 2007). The
results show that the collaboration was a decisive factor in the reflective and practical
formation of the language teachers who make use of the computer, because by sharing the
progress, the anguishes, the problems among the members of the group, the participant
teachers felt more confident to keep going. The results also show that the action and the
reflection on the practice were fundamental to the construction of a less individual teaching.
Moreover, the results show the importance of the relation between the university and the
public school in order to look for alternatives of bettering the educational process.
Descrição
Palavras-chave
Citação
SILVA, Jesiel Soares. Os desafios de navegar: a colaboração como bússola da formação contínua de professores de língua inglesa mediante as novas TIC 2011. 209 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2011.