O papel do multiplicador na reelaboração colaborativa de uma unidade didática

• Ano de defesa: 2010
• Autor(a) principal: Torres, José Neto Cândido
• Orientador(a): Ramos, Rosinda de Castro Guerra
• 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: Lingüística
• País: BR
• Palavras-chave em Português: Formação de professores; Material didático; Língua estrangeira; Inglês
• Palavras-chave em Inglês: Teacher development; Teaching materials; Foreign language; English
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/13471

This work aims to investigate the reconstruction of a didactic unit to verify what changes have occurred in this unit during a collaborative work between participants - the teacher/researcher and teacher/participant, in order to answer the following research question: "What were the changes in a teaching unit that were derived from the reflective sessions held between the teacher/researcher and the teacher/participant?". The theoretical foundations were the Parâmetros Curriculares Nacionais - Língua Estrangeira (Brazilian National Curriculum Parameters for the Teaching of Foreign Languages Elementary School - BRASIL, 1998), the guidelines set out in Proposta Curricular do Estado de São Paulo (SÃO PAULO, 2008), and the list of criteria to evaluate and design didactic materials by Ramos (1999/2009). The concepts of reflection, critical reflection in Education (MAGALHÃES, 1994, 2004; SMYTH, 1992), and theories of teaching-learning and language (MIZUKAMI, 1986, WILLIAMS and BURDEN, 1997; VYGOTSKY, 1934/2003; HUTCHINSON and WATERS, 1987) were also used in this study. This critical-collaborative research was developed in a state school in the city of Diadema, in Greater São Paulo. The participants were the teacher-researcher and a colleague who taught in the same school. The data were collected by a questionnaire, an interview, five reflective sessions. Five versions of the unit produced by the teacher/participant from November 2008 to January 2010 were also part of the data. The results of this study show that, during the collaborative work, changes occurred in the versions of the teaching unit, which show transformation in the conception of what a didactic unit is, awareness about the necessity of theoretical foundations for designing didactic materials, perception of the importance of using criteria, as the ones suggested by Ramos (1999/2009). Finally, the results point out for the relevance of the collaborative work in the process of transformation of the teacher/development