Pela estrada do pensamento complexo na rota das tecnologias digitais: o aluno e o professor, o piloto e o navegador

• Ano de defesa: 2017
• Autor(a) principal: Melo, Ariane Macedo
• Orientador(a): Freire, Maximina Maria
• Tipo de documento: Tese
• 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: Complexidade; Professores de inglês - Treinamento; Lingua inglesa - Estudo e ensino - Ensino auxiliado por computador
• Palavras-chave em Inglês: Complexity; Teacher education; Complex hermeneutic
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/20382

This thesis investigates the phenomenon preparing an English class (in English) for Elementary School with the use of digital technologies. The phenomenon emerges from the experience in an extension course,based on complexity and offered to undergraduate students of a Languages course of a state public university. Since the end of the twentieth century, the emergence of a new thought from which the events of both scientific and social spheres have been studied. Complex thought implies profound changes in the way of contemplating being and, mainly, knowledge. Faced with this scenario permeated by transformations, it is indispensable to promote changes in teacher education. Currently, studies discuss the aspects that need to be contemplated in the field based on the complex thought, but of these, few studies report the experience of complex thought and its repercussion in the education of language teachers, as proposed in this study. Thus, this research aims todescribe and interpret the phenomenon observed in order to contemplate its essence, having as a question: what is the nature of the phenomenon preparing an English class (in English) for Elementary School with the use of digital technologies? Theorethically this work is supported in the studies about the complex thought realized by Morin (2005, 2011), Almeida (2012), Behrens and Oliari (2007) and Capra (1996), among others; in the discussions about teacher education, presented by authors such as Pimenta (2002), Moraes (2008, 2010), Imbernón (2011); in the works related to digital technologies and teaching published by Kenski (2013), Motteram (2013) and Valente (2013), and the Complex Educational Designproposed by Freire (2013). It is a theoretical basis based on the bias of complexity, of a qualitative-interpretative nature, whose methodological choice is the Complex Hermeneutic-Phenomenological Approach (FREIRE, 2010, 2012). In this approach, it is possible to describe and interpret phenomena of human experience, with complexity as a foundation. The research consisted of 8 participants, among them the researcher herself. WhatsAppconversations, questionnaires, hermeneutic conversation and diary were used as instruments for gathering texts. In the interpretation of texts originated from the participants it was possible to contemplate the themes that composethe essence of the phenomenon under study: novelties, difficulties, fears, learning, discovery and protagonism.At the end of this lived experience, it seems that the possibilities ofresonant actions of searchingfor better practice in teaching-learning contexts are amplified for undergraduates and also for teachers in their relationship with class preparation as a multidimensional phenomenon