Formação online de professores de inglês dos anos finais do Ensino Fundamental da rede pública do Estado de São Paulo, sob a perspectiva da complexidade

• Ano de defesa: 2018
• Autor(a) principal: Burian, Eliana Aparecida Oliveira
• 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: Professores de inglês - Formação profissional; Ensino à distância; Tecnologia educacional
• Palavras-chave em Inglês: English teachers - Occupational training; Distance education; Educational technology
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/21099

The objective of this study was to describe and interpret the phenomenon: The experience of an online education course for language teachers of the Final Years of public Elementary schools in São Paulo, from a complex perspective, from the point of view of these teachers. The study was based on the epistemology of complexity (MORIN, 2010a, 2010b; 2011), on the technological self-hetero-eco-formation of teachers (FREIRE, 2009, FREIRE and LEFFA, 2013), on distance education studies (MOORE & KREASLEY, 2008; ANDERSON & DRON, 2011), on the complex educational design (FREIRE, 2013), and on project based learning methodology (BEHRENS, 2006). It was a qualitative study, based on questions that show qualities as their investigative focus. This research used instruments and procedures that were not under the positivist control; it sought interpretations that are not "replicable and generalizable", but "valid and reliable" (FREIRE, 2012). The research instruments, materialized through texts produced by the teacher-students participants, were recorded in the course environment. A diary was registered by the teacher-designer during the preparation, execution and reflection stages of the course proposed. The research material was interpreted based on the complex hermeneutic-phenomenological approach (FREIRE, 2007, 2010, 2012, 2017). The interpretation of the research texts revealed that the phenomenon on focus was structured by nine major themes: satisfaction, improvement, expansion, innovation, articulation, reflection, consciousness, challenge and difficulty which emerged and were illustrated in this study