REDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESA
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
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: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.metodista.br/jspui/handle/tede/1888 |
Resumo: | This study aims at investigating the network of connections between the Millennial generation (1982-2000) and technology in the English-language teaching-learning process through complexity. In this context, this research delves into the English language teaching-learning trajectory of teachers and students from generation Millennial through their narratives, in order to understand the pathways of this generation into learning and teaching a second language from their individual reflections. The theoretical framework of this research is based on the complexity thinking (Morin, 2005, 2008, Freire, M. 2009) and is developed in an articulated way with the concepts of technology in teaching-learning (Prensky, Azevedo, 2015) and English language teaching and learning (Paiva, 2015). This study is based on the qualitative approach in consonance with the narrative inquiry developed by Clandinin and Connelly (2015), as well as from the perspective of the hermeneutic conversation based on the perceptions of Gadamer (2004). The research seeks to critically reflect on how the past and present of the teaching-learning process of this generation in a second language can contribute to a future that favors the triad teacher, student and machine, with the human being at the center of the process. The results point out to the necessity of having a critical eye at mechanization of the teaching process in detriment to the students' needs, highlighting the importance of building a teacher-student connection in the teaching-learning process of a second language so that it can become meaningful, opening the frontiers for future discussions. |
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network_name_str |
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Furlin, MarceloAzevedo , Adriana Barroso deAngeluci , Alan César BeloGUASTALLI, GABRIELA PERES2019-07-04T17:52:39Z2019-04-08GUASTALLI, GABRIELA PERES. REDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESA. 2019. 195 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo.http://tede.metodista.br/jspui/handle/tede/1888This study aims at investigating the network of connections between the Millennial generation (1982-2000) and technology in the English-language teaching-learning process through complexity. In this context, this research delves into the English language teaching-learning trajectory of teachers and students from generation Millennial through their narratives, in order to understand the pathways of this generation into learning and teaching a second language from their individual reflections. The theoretical framework of this research is based on the complexity thinking (Morin, 2005, 2008, Freire, M. 2009) and is developed in an articulated way with the concepts of technology in teaching-learning (Prensky, Azevedo, 2015) and English language teaching and learning (Paiva, 2015). This study is based on the qualitative approach in consonance with the narrative inquiry developed by Clandinin and Connelly (2015), as well as from the perspective of the hermeneutic conversation based on the perceptions of Gadamer (2004). The research seeks to critically reflect on how the past and present of the teaching-learning process of this generation in a second language can contribute to a future that favors the triad teacher, student and machine, with the human being at the center of the process. The results point out to the necessity of having a critical eye at mechanization of the teaching process in detriment to the students' needs, highlighting the importance of building a teacher-student connection in the teaching-learning process of a second language so that it can become meaningful, opening the frontiers for future discussions.O presente estudo visa investigar a rede de conexões entre a geração Millennial (1982-2000) e as tecnologias no processo de ensino-aprendizagem de língua inglesa por meio da epistemologia da complexidade. Nesse contexto, essa pesquisa aprofunda-se na trajetória de ensino-aprendizagem em língua inglesa de professores e alunos Millennials, por meio das narrativas destes, com o objetivo de compreender os percursos dessa geração na aprendizagem e ensino de uma segunda língua a partir de suas reflexões individuais. O embasamento teórico desta pesquisa fundamenta-se no viés da complexidade (Morin, 2005, 2008; Freire, M. 2009) e se desenvolve de maneira articulada com os conceitos acerca das tecnologias no ensino-aprendizagem (Prensky, 2001, 2011; Azevedo, 2015) e ensino-aprendizagem de língua inglesa (Paiva, 2015). Este estudo está fundamentado na abordagem da pesquisa narrativa desenvolvida por Clandinin e Connelly (2015), assim como na perspectiva da conversa hermenêutica a partir das percepções de Gadamer (2004). O estudo busca a reflexão crítica de como o passado e presente do processo de ensino-aprendizagem dessa geração em uma segunda língua pode contribuir para um futuro que favoreça a tríade professor, aluno e máquina, com o ser humano no centro do processo. Os resultados evidenciam que é necessário um olhar aguçado sobre a mecanização frente às necessidades dos alunos, destacando a importância da construção do vínculo professor-aluno no ensino-aprendizagem de uma segunda língua para que essa possa se tornar significativa, abrindo fronteiras para futuras discussões.Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2019-07-04T17:52:39Z No. of bitstreams: 1 GABRIELA PERES GUASTALLI2.pdf: 1169783 bytes, checksum: 6dbab7979877e3614d9c2309eb8cd7a0 (MD5)Made available in DSpace on 2019-07-04T17:52:39Z (GMT). No. of bitstreams: 1 GABRIELA PERES GUASTALLI2.pdf: 1169783 bytes, checksum: 6dbab7979877e3614d9c2309eb8cd7a0 (MD5) Previous issue date: 2019-04-08application/pdfporUniversidade Metodista de Sao PauloEducacaoIMSBrasilEducacao:Programa de Pos Graduacao em EducacaoComplexidade; Ensino-aprendizagem; Língua Inglesa; Millennials; TecnologiasComplexity; Teaching-learning; English Language; Millennials; TechnologyCIENCIAS HUMANAS::EDUCACAOREDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESAINTERWINED NETWORKS: THE TEACHING-LEARNING PROCESS OF MILLENNIALS IN ENGLISH LANGUAGEinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis3487103482605030416500500600-8275886333289955863-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da METODISTAinstname:Universidade Metodista de São Paulo (METODISTA)instacron:METODISTAORIGINALGABRIELA PERES GUASTALLI2.pdfGABRIELA PERES GUASTALLI2.pdfapplication/pdf1169783http://tede.metodista.br/jspui/bitstream/tede/1888/2/GABRIELA+PERES+GUASTALLI2.pdf6dbab7979877e3614d9c2309eb8cd7a0MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.metodista.br/jspui/bitstream/tede/1888/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/18882019-07-04 14:52:39.603oai:tahbit.umesp.edu.dti: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.metodista.br/jspui/http://tede.metodista.br/oai/requestbiblioteca@metodista.br||erick.roberto@metodista.bropendoar:2019-07-04T17:52:39Biblioteca Digital de Teses e Dissertações da METODISTA - Universidade Metodista de São Paulo (METODISTA)false |
dc.title.por.fl_str_mv |
REDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESA |
dc.title.alternative.eng.fl_str_mv |
INTERWINED NETWORKS: THE TEACHING-LEARNING PROCESS OF MILLENNIALS IN ENGLISH LANGUAGE |
title |
REDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESA |
spellingShingle |
REDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESA GUASTALLI, GABRIELA PERES Complexidade; Ensino-aprendizagem; Língua Inglesa; Millennials; Tecnologias Complexity; Teaching-learning; English Language; Millennials; Technology CIENCIAS HUMANAS::EDUCACAO |
title_short |
REDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESA |
title_full |
REDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESA |
title_fullStr |
REDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESA |
title_full_unstemmed |
REDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESA |
title_sort |
REDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESA |
author |
GUASTALLI, GABRIELA PERES |
author_facet |
GUASTALLI, GABRIELA PERES |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Furlin, Marcelo |
dc.contributor.referee1.fl_str_mv |
Azevedo , Adriana Barroso de |
dc.contributor.referee2.fl_str_mv |
Angeluci , Alan César Belo |
dc.contributor.author.fl_str_mv |
GUASTALLI, GABRIELA PERES |
contributor_str_mv |
Furlin, Marcelo Azevedo , Adriana Barroso de Angeluci , Alan César Belo |
dc.subject.por.fl_str_mv |
Complexidade; Ensino-aprendizagem; Língua Inglesa; Millennials; Tecnologias |
topic |
Complexidade; Ensino-aprendizagem; Língua Inglesa; Millennials; Tecnologias Complexity; Teaching-learning; English Language; Millennials; Technology CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Complexity; Teaching-learning; English Language; Millennials; Technology |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This study aims at investigating the network of connections between the Millennial generation (1982-2000) and technology in the English-language teaching-learning process through complexity. In this context, this research delves into the English language teaching-learning trajectory of teachers and students from generation Millennial through their narratives, in order to understand the pathways of this generation into learning and teaching a second language from their individual reflections. The theoretical framework of this research is based on the complexity thinking (Morin, 2005, 2008, Freire, M. 2009) and is developed in an articulated way with the concepts of technology in teaching-learning (Prensky, Azevedo, 2015) and English language teaching and learning (Paiva, 2015). This study is based on the qualitative approach in consonance with the narrative inquiry developed by Clandinin and Connelly (2015), as well as from the perspective of the hermeneutic conversation based on the perceptions of Gadamer (2004). The research seeks to critically reflect on how the past and present of the teaching-learning process of this generation in a second language can contribute to a future that favors the triad teacher, student and machine, with the human being at the center of the process. The results point out to the necessity of having a critical eye at mechanization of the teaching process in detriment to the students' needs, highlighting the importance of building a teacher-student connection in the teaching-learning process of a second language so that it can become meaningful, opening the frontiers for future discussions. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-07-04T17:52:39Z |
dc.date.issued.fl_str_mv |
2019-04-08 |
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.citation.fl_str_mv |
GUASTALLI, GABRIELA PERES. REDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESA. 2019. 195 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo. |
dc.identifier.uri.fl_str_mv |
http://tede.metodista.br/jspui/handle/tede/1888 |
identifier_str_mv |
GUASTALLI, GABRIELA PERES. REDES CONECTADAS: O ENSINO-APRENDIZAGEM DE MILLENNIALS EM LÍNGUA INGLESA. 2019. 195 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo. |
url |
http://tede.metodista.br/jspui/handle/tede/1888 |
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por |
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por |
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500 500 600 |
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openAccess |
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Universidade Metodista de Sao Paulo |
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IMS |
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