Contribuições de uma formação de professores em contexto de educação bilíngue de elite: colaboração crítica, agência e desencapsulação

• Ano de defesa: 2019
• Autor(a) principal: Clemesha, Susan Ann Rangel
• Orientador(a): Liberali, Fernanda Coelho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
• Departamento: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Educação bilíngue; Professores - Formação profissional T; Professores de línguas - Formação profissional
• Palavras-chave em Inglês: Education, Bilingual; Teachers - Occupational training; Language teachers - Occupational training
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/22325

In a world of increasing migration movements and great social mobility due to new interconnected multimodal forms of communication, bilingual and multilingual education has been receiving attention both at the national and international levels. Work and communication relations have become more fluid and dynamic, demanding that schools take this into consideration, both in teacher education and classroom practices. Striving to meet these demands, this research focused on investigating the contributions of a teacher education process, which was intentionally aimed at critical collaboration, within the context of an elite bilingual school in Brazil. Based on the social-historical-cultural perspective, this study is situated in the field of Applied Lingusitics, with focus on language and education, and was carried out through critical-collaborative research, which aims at transformation, through the collective involvement of all participants. The inquiry process was carried out in four stages, which included: audio recordings of formative meetings with a group of 4th grade teachers and coordinators from a bilingual school in the state of São Paulo; collaborative planning sessions; video recordings of classes and interviews with students; and reflection on the process. The data were analyzed according to argumentation categories related to enunciative, discoursive and multimodal aspects, as well as resources that indicate involvement, which enabled the observation of tensions and transformations in the teacher education process. The results indicate the development of relational and collaborative agency, observed by the movement towards collective meaning making among the teachers from the Portuguese and English programs. The participants demonstrated efforts towards decapsulation and forms of connecting school projects to social issues related to the life experiences of the students, which suggests the beginning of a critical and collaborative relationship among the teachers