SELFIE DE PROFESSORES DE IDIOMAS: PERCEPÇÕES DE EXPERIÊNCIAS VIVIDAS NA APRENDIZAGEM DE LÍNGUA INGLESA

• Ano de defesa: 2018
• Autor(a) principal: GONÇALVES, CÁSSIA REGINA ROCHA
• Orientador(a): Coelho, Patrícia Margarida Farias
• Banca de defesa: Furlin , Marcelo, Mattar , João
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de Sao Paulo
• Programa de Pós-Graduação: Educacao
• Departamento: Educacao:Programa de Pos Graduacao em Educacao
• País: Brasil
• Palavras-chave em Português: língua inglesa; aprendizagem; narrativas; bilinguismo; educação do século XXI
• Palavras-chave em Inglês: English language; learning process; narratives; bilingualism; 21st Century Education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/1814

We have lived the greatest technological development in contemporary society, currently named by digital culture or digital society (CASTELLS, 2008). These transformations have changed our perception of time and space, as well as it has expanded our boundaries, bringing people from all over the world together. According to this perspective, learning English as a lingua franca or a global language is no longer a differential for employability, it has actually become part of the formation of a citizen in the 21st century (ORTIZ, 2012), bringing to the academy the theme of bilingual education (MEGALE, 2018). Given the relevance of learning English language, we came across the need to reflect about the development of its teachers, which in Brazil takes place through a double degree and a few specific courses. However, we understand that in addition to the theoretical knowledge, the teacher's experience, both in teaching and in their own learning process may contribute to the formation of his didactic repertoire. In this way, we undertake a (self) biographical study, which objective aims to bring to light the teachers' perception about their own learning process, including, for example, autonomy in learning. Due to the theoretical contribution of Ferraroti (2014), Bertaux (2010), Demartini (1988) and Queiróz (1988) we were able to collect the narratives of five fluent teachers who learned the new language after the acquisition of their mother tongue (Vygotsky, 2006). The analysis, based on the theoretical framework of Ellis (2015), Vygotsky (2006), Echeverrìa (2016), Josgrilberg (2017), Fiorin (2006), Le Breton (2016), Revuz (2012), among others authors, made it possible for us to share their stories as selfies, since we understand that each narrator is telling us their own history, turning the focus of his camera to those they consider the most significant elements through the process, according to their perception. Some themes stand out from the participants' reports, among them: (i) the motivation for learning, (ii) the autonomy of each narrator in relation to the process and the resources used in learning, and (iii) the role played by the teacher in this process. We believe that each seflie shared with us means significant human material for other teachers to reflect about their pedagogical choices according the the 21st Century Education context.