O sistema de atividades do estágio de letras-inglês sob a perspectiva do professor em formação
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Artes e Letras |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Letras
|
Departamento: |
Letras
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/15960 |
Resumo: | The supervised practicum courses materialize teacher training experience in the classroom in a curricular and institutionalized way. With a compulsory character, several laws and legal documents establish legal guidelines to be followed by institutions involved in the practicum, such as: Diretrizes e Bases da Educação Nacional 9.394/96 Law, Parecer nº28 CNE/CP 2001, Law nº 11.788, from September 25th, 2008, Resolution 2/2015 and also Normative Instruction 01/2014. Considering this panorama, this research aims to identify how the activity system of the UFSM compulsory English major student teaching course is constituted, from the student teachers perspectives at different stages. As the theoretical framework, we adopted the Historical-Cultural Activity Theory (ENGESTRÖM, 1987; LIBERALI, 2009) and the following critical language approaches: Critical Discourse Analysis (FAIRCLOUGH, 2003) and Systemic Functional Linguistics (HALLIDAY; MATTHIESSEN, 2014). The corpus of this research is constituted of fourteen semi-structured questionnaires, applied with undergraduate students of “Didática do Inglês” course and of four transcriptions of semi-structured interviews developed with four student teachers of supervised student teaching courses I and II and other four of supervised student teaching courses III and IV. The analysis of the questionnaires has shown that trainee teachers attribute two roles to observation trainees and three to teaching trainees. The roles attributed to observation student teachers, identified in the participants’ discourses, were a) Proactive Observer (64%) and b) Passive Observer (36%). Concerning the roles attributed to enacting student teachers, we found a) Reflective-collaborative teacher (64%), b) Technical teacher (22%) and finally, c) Ad Hoc teacher (14%). The analysis of the questionnaires indicated that the majority of the undergraduate students represent student teachers in both courses within collaborative-reflective roles. In the interview analysis, the student teachers from supervised student teaching courses I and II represent the activity system of student teaching courses by expanding instruments, rules and attributions related to that practice. Thus, we can observe in the Municipal sphere that the observation teaching practice courses is represented as operating in a passive way, while the State sphere is materialized in the participant’s discourse as more interactive than the first one. The Federal context provides a more active practice than others, once the trainee teachers assume similar responsibilities and attributions to the acting teacher. On the other hand, the activity system of enacting student teaching demonstrates the opposite process. According to the participants’ discourses, the trainee teachers represent the Municipal sphere as a space that provides a higher level of autonomy to student teachers. Coherently, the student teacher is more accompanied by the acting teacher than in other contexts. In the State sphere, although the student teacher has autonomy to develop her classes, she does not receive a systematic accompaniment by the acting teacher. In the Federal context, the student teachers are not accompanied by the acting teacher and they must work solely with reading and writing skills, focusing on technical texts. Thereby, the activity systems of observation and teaching practicum present differences in their constitutions, changing according to the governmental sphere and the particular school structure of each institution. |
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2019-03-25T20:52:03Z2019-03-25T20:52:03Z2018-12-18http://repositorio.ufsm.br/handle/1/15960The supervised practicum courses materialize teacher training experience in the classroom in a curricular and institutionalized way. With a compulsory character, several laws and legal documents establish legal guidelines to be followed by institutions involved in the practicum, such as: Diretrizes e Bases da Educação Nacional 9.394/96 Law, Parecer nº28 CNE/CP 2001, Law nº 11.788, from September 25th, 2008, Resolution 2/2015 and also Normative Instruction 01/2014. Considering this panorama, this research aims to identify how the activity system of the UFSM compulsory English major student teaching course is constituted, from the student teachers perspectives at different stages. As the theoretical framework, we adopted the Historical-Cultural Activity Theory (ENGESTRÖM, 1987; LIBERALI, 2009) and the following critical language approaches: Critical Discourse Analysis (FAIRCLOUGH, 2003) and Systemic Functional Linguistics (HALLIDAY; MATTHIESSEN, 2014). The corpus of this research is constituted of fourteen semi-structured questionnaires, applied with undergraduate students of “Didática do Inglês” course and of four transcriptions of semi-structured interviews developed with four student teachers of supervised student teaching courses I and II and other four of supervised student teaching courses III and IV. The analysis of the questionnaires has shown that trainee teachers attribute two roles to observation trainees and three to teaching trainees. The roles attributed to observation student teachers, identified in the participants’ discourses, were a) Proactive Observer (64%) and b) Passive Observer (36%). Concerning the roles attributed to enacting student teachers, we found a) Reflective-collaborative teacher (64%), b) Technical teacher (22%) and finally, c) Ad Hoc teacher (14%). The analysis of the questionnaires indicated that the majority of the undergraduate students represent student teachers in both courses within collaborative-reflective roles. In the interview analysis, the student teachers from supervised student teaching courses I and II represent the activity system of student teaching courses by expanding instruments, rules and attributions related to that practice. Thus, we can observe in the Municipal sphere that the observation teaching practice courses is represented as operating in a passive way, while the State sphere is materialized in the participant’s discourse as more interactive than the first one. The Federal context provides a more active practice than others, once the trainee teachers assume similar responsibilities and attributions to the acting teacher. On the other hand, the activity system of enacting student teaching demonstrates the opposite process. According to the participants’ discourses, the trainee teachers represent the Municipal sphere as a space that provides a higher level of autonomy to student teachers. Coherently, the student teacher is more accompanied by the acting teacher than in other contexts. In the State sphere, although the student teacher has autonomy to develop her classes, she does not receive a systematic accompaniment by the acting teacher. In the Federal context, the student teachers are not accompanied by the acting teacher and they must work solely with reading and writing skills, focusing on technical texts. Thereby, the activity systems of observation and teaching practicum present differences in their constitutions, changing according to the governmental sphere and the particular school structure of each institution.As disciplinas de Estágio Supervisionado materializam a vivência em sala de aula dos professores em formação de maneira curricular e institucionalizada. Tendo caráter obrigatório na formação inicial, diversas leis e documentos oficiais estabelecem diretrizes legais a serem seguidas pelas instituições envolvidas no estágio, tais como: a Lei de Diretrizes e Bases da Educação Nacional 9.394/96, o Parecer nº28 CNE/CP 2001, a Lei nº 11.788, de 25 de setembro de 2008, a Resolução 2/2015 e ainda a Instrução Normativa 01/2014. Considerando esse panorama, este trabalho visa identificar como se constitui o sistema de atividades do Estágio Curricular Obrigatório do curso de Letras-Inglês da UFSM, a partir da perspectiva de professores em formação em diferentes etapas de formação. Como fundamentação teórica, adotamos a Teoria da Atividade Sócio-Histórica-Cultural (ENGESTRÖM, 1987; LIBERALI, 2009) e as seguintes perspectivas críticas de linguagem: a Análise Crítica do Discurso (FAIRCLOUGH, 2003) e a Linguística Sistêmico-Funcional (HALLIDAY, MATTHIESSEN, 2014). O corpus desta pesquisa é constituído por catorze questionários semiestruturados aplicados com acadêmicos da disciplina de Didática do Inglês e por quatro transcrições de entrevistas semiestruturadas desenvolvidas com quatro professores em formação da disciplina de Estágio Supervisionado I e II e outros quatro da disciplina de Estágio Supervisionado III e IV. A análise dos questionários mostrou que os professores em formação atribuem dois papéis aos estagiários de observação e três aos estagiários de docência. Os papéis, atribuídos aos estagiários de observação, identificados nos discursos dos participantes, foram a) Observador – Proativo (64%) e b) Observador – Passivo (36%). Já,os papéis atribuídos aos estagiários de docência foram a) Professor – Colaborador reflexivo (64%), b) Professor - Tecnicista (22%) e por fim, c) Professor – ad hoc (14%).Os resultados dos questionários indicam que a maior parte dos acadêmicos representam os professores em formação em ambos os estágios a partir de papéis de caráter colaborativoreflexivo. Na análise das entrevistas, os professores em formação dos estágios supervisionados I e II representam o sistema de atividades do estágio a partir de ampliações de instrumentos, regras e atribuições. Assim, podemos observar que, na esfera municipal, a prática de observação do professor em formação é representada de forma mais passiva, enquanto na esfera estadual é materializada no discurso do participante como mais interativa que a da esfera municipal. A esfera federal é a que oportuniza uma prática mais ativa que as demais, uma vez que os professores em formação assumem responsabilidades e atribuições similares à prática da regente. Por outro lado, o sistema de atividades do estágio de docência apresenta o processo oposto. De acordo com os discursos dos participantes, os professores em formação representam a esfera municipal como um espaço que oportuniza maior autonomia ao estagiário, ao mesmo tempo em que o estagiário tem maior acompanhamento da regente que nas demais esferas. Na esfera estadual, embora a professora em formação tenha autonomia para desenvolver suas aulas, não possui o acompanhamento sistemático da professora regente. Já na esfera federal, as professoras em formação não possuem o acompanhamento da professora regente e devem trabalhar apenas as habilidades de leitura e escrita com foco em textos técnicos. Desse modo, os sistemas de atividades dos estágios de observação e docência apresentam diferenças em suas constituições, variando conforme a esfera governamental e a estrutura escolar de cada instituição.porUniversidade Federal de Santa MariaCentro de Artes e LetrasPrograma de Pós-Graduação em LetrasUFSMBrasilLetrasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEstágio supervisionadoTeoria da atividadeAnálise crítica do discursoSupervised training practiceActivity theoryCritical discourse analysisCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASO sistema de atividades do estágio de letras-inglês sob a perspectiva do professor em formaçãoActivity system of english major training practicum under the teacher training perspectiveinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTicks, Luciane Kirchhofhttp://lattes.cnpq.br/7272164343733019Pinton, Francieli Matzenbacherhttp://lattes.cnpq.br/1979338178408389Wielewicki, Hamilton de Godoyhttp://lattes.cnpq.br/1749879218794471http://lattes.cnpq.br/1294640584499124Santos, Andressa Dawwed dos8002000000016006001bb32a6c-2f0f-42ab-945d-59d8226dcb7e5854380d-c642-463d-95c5-d6cdbe5f720e9a85679f-adb0-4a3e-9186-c8de7ccbc4419baa15a3-feae-4cff-b939-edf4d2000ed5reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGLETRAS_2018_SANTOS_ANDRESSA.pdfDIS_PPGLETRAS_2018_SANTOS_ANDRESSA.pdfDissertação de Mestradoapplication/pdf2049622http://repositorio.ufsm.br/bitstream/1/15960/1/DIS_PPGLETRAS_2018_SANTOS_ANDRESSA.pdfb3a035c5ae386d2c0e81c88e3a33d7e5MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
O sistema de atividades do estágio de letras-inglês sob a perspectiva do professor em formação |
dc.title.alternative.eng.fl_str_mv |
Activity system of english major training practicum under the teacher training perspective |
title |
O sistema de atividades do estágio de letras-inglês sob a perspectiva do professor em formação |
spellingShingle |
O sistema de atividades do estágio de letras-inglês sob a perspectiva do professor em formação Santos, Andressa Dawwed dos Estágio supervisionado Teoria da atividade Análise crítica do discurso Supervised training practice Activity theory Critical discourse analysis CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
O sistema de atividades do estágio de letras-inglês sob a perspectiva do professor em formação |
title_full |
O sistema de atividades do estágio de letras-inglês sob a perspectiva do professor em formação |
title_fullStr |
O sistema de atividades do estágio de letras-inglês sob a perspectiva do professor em formação |
title_full_unstemmed |
O sistema de atividades do estágio de letras-inglês sob a perspectiva do professor em formação |
title_sort |
O sistema de atividades do estágio de letras-inglês sob a perspectiva do professor em formação |
author |
Santos, Andressa Dawwed dos |
author_facet |
Santos, Andressa Dawwed dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ticks, Luciane Kirchhof |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7272164343733019 |
dc.contributor.referee1.fl_str_mv |
Pinton, Francieli Matzenbacher |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1979338178408389 |
dc.contributor.referee2.fl_str_mv |
Wielewicki, Hamilton de Godoy |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1749879218794471 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1294640584499124 |
dc.contributor.author.fl_str_mv |
Santos, Andressa Dawwed dos |
contributor_str_mv |
Ticks, Luciane Kirchhof Pinton, Francieli Matzenbacher Wielewicki, Hamilton de Godoy |
dc.subject.por.fl_str_mv |
Estágio supervisionado Teoria da atividade Análise crítica do discurso |
topic |
Estágio supervisionado Teoria da atividade Análise crítica do discurso Supervised training practice Activity theory Critical discourse analysis CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Supervised training practice Activity theory Critical discourse analysis |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The supervised practicum courses materialize teacher training experience in the classroom in a curricular and institutionalized way. With a compulsory character, several laws and legal documents establish legal guidelines to be followed by institutions involved in the practicum, such as: Diretrizes e Bases da Educação Nacional 9.394/96 Law, Parecer nº28 CNE/CP 2001, Law nº 11.788, from September 25th, 2008, Resolution 2/2015 and also Normative Instruction 01/2014. Considering this panorama, this research aims to identify how the activity system of the UFSM compulsory English major student teaching course is constituted, from the student teachers perspectives at different stages. As the theoretical framework, we adopted the Historical-Cultural Activity Theory (ENGESTRÖM, 1987; LIBERALI, 2009) and the following critical language approaches: Critical Discourse Analysis (FAIRCLOUGH, 2003) and Systemic Functional Linguistics (HALLIDAY; MATTHIESSEN, 2014). The corpus of this research is constituted of fourteen semi-structured questionnaires, applied with undergraduate students of “Didática do Inglês” course and of four transcriptions of semi-structured interviews developed with four student teachers of supervised student teaching courses I and II and other four of supervised student teaching courses III and IV. The analysis of the questionnaires has shown that trainee teachers attribute two roles to observation trainees and three to teaching trainees. The roles attributed to observation student teachers, identified in the participants’ discourses, were a) Proactive Observer (64%) and b) Passive Observer (36%). Concerning the roles attributed to enacting student teachers, we found a) Reflective-collaborative teacher (64%), b) Technical teacher (22%) and finally, c) Ad Hoc teacher (14%). The analysis of the questionnaires indicated that the majority of the undergraduate students represent student teachers in both courses within collaborative-reflective roles. In the interview analysis, the student teachers from supervised student teaching courses I and II represent the activity system of student teaching courses by expanding instruments, rules and attributions related to that practice. Thus, we can observe in the Municipal sphere that the observation teaching practice courses is represented as operating in a passive way, while the State sphere is materialized in the participant’s discourse as more interactive than the first one. The Federal context provides a more active practice than others, once the trainee teachers assume similar responsibilities and attributions to the acting teacher. On the other hand, the activity system of enacting student teaching demonstrates the opposite process. According to the participants’ discourses, the trainee teachers represent the Municipal sphere as a space that provides a higher level of autonomy to student teachers. Coherently, the student teacher is more accompanied by the acting teacher than in other contexts. In the State sphere, although the student teacher has autonomy to develop her classes, she does not receive a systematic accompaniment by the acting teacher. In the Federal context, the student teachers are not accompanied by the acting teacher and they must work solely with reading and writing skills, focusing on technical texts. Thereby, the activity systems of observation and teaching practicum present differences in their constitutions, changing according to the governmental sphere and the particular school structure of each institution. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-12-18 |
dc.date.accessioned.fl_str_mv |
2019-03-25T20:52:03Z |
dc.date.available.fl_str_mv |
2019-03-25T20:52:03Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/15960 |
url |
http://repositorio.ufsm.br/handle/1/15960 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
800200000001 |
dc.relation.confidence.fl_str_mv |
600 600 |
dc.relation.authority.fl_str_mv |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Artes e Letras |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Letras |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Letras |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Artes e Letras |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/15960/1/DIS_PPGLETRAS_2018_SANTOS_ANDRESSA.pdf http://repositorio.ufsm.br/bitstream/1/15960/2/license_rdf http://repositorio.ufsm.br/bitstream/1/15960/3/license.txt http://repositorio.ufsm.br/bitstream/1/15960/4/DIS_PPGLETRAS_2018_SANTOS_ANDRESSA.pdf.txt http://repositorio.ufsm.br/bitstream/1/15960/5/DIS_PPGLETRAS_2018_SANTOS_ANDRESSA.pdf.jpg |
bitstream.checksum.fl_str_mv |
b3a035c5ae386d2c0e81c88e3a33d7e5 4460e5956bc1d1639be9ae6146a50347 2f0571ecee68693bd5cd3f17c1e075df 58a346ea5f6b834404b37883c74aa496 7871ce95882762d597c4b3a77bd2d913 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
|
_version_ |
1794524328205746176 |