A teoria holística da atividade e a constituição do papel docente na formação inicial do educador linguístico
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
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/1/13783 |
Resumo: | This research aims to objective accompany discursively the construction of the role of the linguistic educator in an internship context, as from a supervised listening based on the Holistic Theory of Activity (THA). It how as a theoretical basis the new version of the THA, version 4.3, which adds to the attribution factors, the concept of secure basis for supervising the stage in Letters / Portuguese, in an affective-identificatory dimension and the concept of Co-Responsible Professional Development (DPC) accomplished in the didactic alliance between school and university. The supervised listening, like a safe base, now has as committed to welcoming, guiding and encouraging the intern at the beginning of teaching. Already the didactic alliance, constituted by the academic, supervisor of internship and teacher regent of the school, establishes a didactic contract in which is discussed the conflicts of the profession coming from the surroundings of the social system. The methodology has a qualitative approach and it is by action research with a single case study, a intern in probationary time in Elementary School. The instruments of qualitative analysis are the enunciations of four discursive events in two contexts: two in the academic guidelines and two in the didactic alliance. The analysis of the data was made from a discursive analysis and the indiciary paradigm. The discursive marks found were the verbs 'to be', in the present temporality, marking the constituent experiences of the intern throughout the process. To capture the construction of identity, a study was carried out of teacher making, teacher thinking and teacher perception, locating them in the factors of the holistic framework. Thus, the factors of the Holistic Theory of Activity served as reference in the analysis of the moments on what the intern approached the more integrated role of the linguistic educator and the more fragmented role. It was possible to observe the functionality of the THA in supervising the internship, the viability of the didactic alliance in the initial formation and the dialectical process of the constitutive movement of the intern in relation to the fragmentation and integrality of the teaching role. The fragmentation of the role appeared in the discourses of teacher thinking in pre-established concepts, in the discourses of teacher doing with actions without theoretical reflection, and in the teacher feeling, in discourses based on disorganized emotions. This research portrayed the Holistic Theory of Activity as a safe basis of support and zeal for the social system of the linguistic educator and showed that the supervised listening is qualified from a continuous reflective work. |
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2018-07-13T18:41:34Z2018-07-13T18:41:34Z2017-12-12http://repositorio.ufsm.br/handle/1/13783This research aims to objective accompany discursively the construction of the role of the linguistic educator in an internship context, as from a supervised listening based on the Holistic Theory of Activity (THA). It how as a theoretical basis the new version of the THA, version 4.3, which adds to the attribution factors, the concept of secure basis for supervising the stage in Letters / Portuguese, in an affective-identificatory dimension and the concept of Co-Responsible Professional Development (DPC) accomplished in the didactic alliance between school and university. The supervised listening, like a safe base, now has as committed to welcoming, guiding and encouraging the intern at the beginning of teaching. Already the didactic alliance, constituted by the academic, supervisor of internship and teacher regent of the school, establishes a didactic contract in which is discussed the conflicts of the profession coming from the surroundings of the social system. The methodology has a qualitative approach and it is by action research with a single case study, a intern in probationary time in Elementary School. The instruments of qualitative analysis are the enunciations of four discursive events in two contexts: two in the academic guidelines and two in the didactic alliance. The analysis of the data was made from a discursive analysis and the indiciary paradigm. The discursive marks found were the verbs 'to be', in the present temporality, marking the constituent experiences of the intern throughout the process. To capture the construction of identity, a study was carried out of teacher making, teacher thinking and teacher perception, locating them in the factors of the holistic framework. Thus, the factors of the Holistic Theory of Activity served as reference in the analysis of the moments on what the intern approached the more integrated role of the linguistic educator and the more fragmented role. It was possible to observe the functionality of the THA in supervising the internship, the viability of the didactic alliance in the initial formation and the dialectical process of the constitutive movement of the intern in relation to the fragmentation and integrality of the teaching role. The fragmentation of the role appeared in the discourses of teacher thinking in pre-established concepts, in the discourses of teacher doing with actions without theoretical reflection, and in the teacher feeling, in discourses based on disorganized emotions. This research portrayed the Holistic Theory of Activity as a safe basis of support and zeal for the social system of the linguistic educator and showed that the supervised listening is qualified from a continuous reflective work.Essa pesquisa tem por objetivo acompanhar discursivamente a construção do papel do educador linguístico em contexto de estágio, a partir de uma escuta supervisiva pautada na Teoria Holística da Atividade (THA). Tem como base teórica a nova versão da THA, versão 4.3, que acrescenta nos fatores de atribuição, o conceito de base segura para a supervisão de estágio em Letras/Português, numa dimensão afetivo-identificatória e o conceito de Desenvolvimento Profissionalizante Corresponsável (DPC) realizado na aliança didática entre escola e universidade. A escuta supervisiva, como uma base segura, passa a ter o compromisso de acolher, orientar e encorajar o estagiário no início da docência. Já a aliança didática, constituída pela acadêmica, supervisora de estágio e professora regente da escola, estabelece um contrato didático em que são discutidos os conflitos da profissão vindos do entorno do sistema social. A metodologia adotada é a qualitativa de pesquisa-ação, com estudo de caso único. O sujeito da pesquisa refere-se a uma estagiária em tempo de estágio no Ensino Fundamental. Os instrumentos da análise qualitativa são as enunciações de quatro eventos discursivos em dois contextos: dois nas orientações acadêmicas e dois na aliança didática. A análise dos dados foi realizada a partir de uma análise discursiva e do paradigma indiciário. As marcas discursivas encontradas foram os verbos ‘ser’ e ‘estar’, na temporalidade presente, marcando as experiências constitutivas da estagiária ao longo do processo. Para capturar a construção identitária, foi realizado um estudo do fazer docente, do pensar docente e do sentir docente, localizando-os nos fatores do enquadramento holístico. Assim os fatores da Teoria Holística da Atividade serviram de referência na análise dos momentos em que a estagiária se aproximava do papel mais integrado do educador linguístico e do papel mais fragmentado. Foi possível observar a funcionalidade da THA na supervisão de estágio, a viabilidade da aliança didática na formação inicial e o processo dialético do movimento constitutivo da estagiária em relação à fragmentação e integralidade do papel docente. A fragmentação do papel apareceu nos discursos do pensar docente em conceitos pré-estabelecidos, nos discursos do fazer docente com ações sem sustentação teórica, e no sentir docente, em discursos baseados em emoções desorganizadas, para cada situação a pesquisa indica sugestões de encaminhamento a partir da reformulação, confrontação e focalização. Esta pesquisa retratou a Teoria Holística da Atividade como uma base segura de sustentação e zelo pelo sistema social do educador linguístico e mostrou que a escuta supervisiva é qualificada a partir de um trabalho reflexivo contínuo.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/openAccessTeoria holística da atividadeConstrução do papel docenteFormação inicialHolistic theory of activityConstruction of the teaching roleInitial formationCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASA teoria holística da atividade e a constituição do papel docente na formação inicial do educador linguísticoThe holistic theory of activity and constitution of the teaching role in the initial formation of the linguistic educatorinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisRichter, Marcos Gustavohttp://lattes.cnpq.br/1817640663872249Flain, Angela Luzia Garayhttp://lattes.cnpq.br/6554709594101084Kader, Carla Callegaro Corrêahttp://lattes.cnpq.br/1224256355766695Della Méa, Célia Helena de Pelegrinihttp://lattes.cnpq.br/7002828574574997Bortoluzzi, Valeria Iensenhttp://lattes.cnpq.br/7524478957043991http://lattes.cnpq.br/6430111032830462Camillo, Leila Bom80020000000160021947eec-cd59-4d36-b1e6-7208d54edef5cb6fa035-7a9e-43de-8f66-2bb6c0fdad051f5dc9ac-136d-4d2d-84c6-9f65b27122c62d9f8990-3646-44e1-8bb9-dcf8e0e43c1f88a13d07-2f7a-4d6e-9e77-5afe5c13d20ab430e287-3af8-4637-8e4d-1d70fc8e9d5areponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGLETRAS_2017_CAMILLO_LEILA.pdfTES_PPGLETRAS_2017_CAMILLO_LEILA.pdfTese de Doutoradoapplication/pdf1657260http://repositorio.ufsm.br/bitstream/1/13783/1/TES_PPGLETRAS_2017_CAMILLO_LEILA.pdfa553c0a657c0d027fd7bf43e32862805MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
A teoria holística da atividade e a constituição do papel docente na formação inicial do educador linguístico |
dc.title.alternative.eng.fl_str_mv |
The holistic theory of activity and constitution of the teaching role in the initial formation of the linguistic educator |
title |
A teoria holística da atividade e a constituição do papel docente na formação inicial do educador linguístico |
spellingShingle |
A teoria holística da atividade e a constituição do papel docente na formação inicial do educador linguístico Camillo, Leila Bom Teoria holística da atividade Construção do papel docente Formação inicial Holistic theory of activity Construction of the teaching role Initial formation CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
A teoria holística da atividade e a constituição do papel docente na formação inicial do educador linguístico |
title_full |
A teoria holística da atividade e a constituição do papel docente na formação inicial do educador linguístico |
title_fullStr |
A teoria holística da atividade e a constituição do papel docente na formação inicial do educador linguístico |
title_full_unstemmed |
A teoria holística da atividade e a constituição do papel docente na formação inicial do educador linguístico |
title_sort |
A teoria holística da atividade e a constituição do papel docente na formação inicial do educador linguístico |
author |
Camillo, Leila Bom |
author_facet |
Camillo, Leila Bom |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Richter, Marcos Gustavo |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1817640663872249 |
dc.contributor.referee1.fl_str_mv |
Flain, Angela Luzia Garay |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6554709594101084 |
dc.contributor.referee2.fl_str_mv |
Kader, Carla Callegaro Corrêa |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1224256355766695 |
dc.contributor.referee3.fl_str_mv |
Della Méa, Célia Helena de Pelegrini |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7002828574574997 |
dc.contributor.referee4.fl_str_mv |
Bortoluzzi, Valeria Iensen |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/7524478957043991 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6430111032830462 |
dc.contributor.author.fl_str_mv |
Camillo, Leila Bom |
contributor_str_mv |
Richter, Marcos Gustavo Flain, Angela Luzia Garay Kader, Carla Callegaro Corrêa Della Méa, Célia Helena de Pelegrini Bortoluzzi, Valeria Iensen |
dc.subject.por.fl_str_mv |
Teoria holística da atividade Construção do papel docente Formação inicial |
topic |
Teoria holística da atividade Construção do papel docente Formação inicial Holistic theory of activity Construction of the teaching role Initial formation CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Holistic theory of activity Construction of the teaching role Initial formation |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This research aims to objective accompany discursively the construction of the role of the linguistic educator in an internship context, as from a supervised listening based on the Holistic Theory of Activity (THA). It how as a theoretical basis the new version of the THA, version 4.3, which adds to the attribution factors, the concept of secure basis for supervising the stage in Letters / Portuguese, in an affective-identificatory dimension and the concept of Co-Responsible Professional Development (DPC) accomplished in the didactic alliance between school and university. The supervised listening, like a safe base, now has as committed to welcoming, guiding and encouraging the intern at the beginning of teaching. Already the didactic alliance, constituted by the academic, supervisor of internship and teacher regent of the school, establishes a didactic contract in which is discussed the conflicts of the profession coming from the surroundings of the social system. The methodology has a qualitative approach and it is by action research with a single case study, a intern in probationary time in Elementary School. The instruments of qualitative analysis are the enunciations of four discursive events in two contexts: two in the academic guidelines and two in the didactic alliance. The analysis of the data was made from a discursive analysis and the indiciary paradigm. The discursive marks found were the verbs 'to be', in the present temporality, marking the constituent experiences of the intern throughout the process. To capture the construction of identity, a study was carried out of teacher making, teacher thinking and teacher perception, locating them in the factors of the holistic framework. Thus, the factors of the Holistic Theory of Activity served as reference in the analysis of the moments on what the intern approached the more integrated role of the linguistic educator and the more fragmented role. It was possible to observe the functionality of the THA in supervising the internship, the viability of the didactic alliance in the initial formation and the dialectical process of the constitutive movement of the intern in relation to the fragmentation and integrality of the teaching role. The fragmentation of the role appeared in the discourses of teacher thinking in pre-established concepts, in the discourses of teacher doing with actions without theoretical reflection, and in the teacher feeling, in discourses based on disorganized emotions. This research portrayed the Holistic Theory of Activity as a safe basis of support and zeal for the social system of the linguistic educator and showed that the supervised listening is qualified from a continuous reflective work. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-12-12 |
dc.date.accessioned.fl_str_mv |
2018-07-13T18:41:34Z |
dc.date.available.fl_str_mv |
2018-07-13T18:41:34Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/13783 |
url |
http://repositorio.ufsm.br/handle/1/13783 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
800200000001 |
dc.relation.confidence.fl_str_mv |
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 |
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UFSM |
reponame_str |
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Biblioteca Digital de Teses e Dissertações do UFSM |
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bitstream.checksum.fl_str_mv |
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bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1793240170202398720 |