Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Alvareli, Luciani Vieira Gomes
 |
| Orientador(a): |
Freire, Maximina Maria |
| Banca de defesa: |
Não Informado pela instituição |
| 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: |
Lingüística
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/13564
|
Resumo: |
The objective of this study is to investigate the technological self-heteroecoformation as a phenomenon experienced by a professor who teaches in the Moodle environment. The context of this experience was a private college in the state of São Paulo and the information was collected during one semester of a course named Pronen (Programa de Nivelamento de Ensino).The research question established was: What is the nature of the self-heteroecoformation experienced by a professor acting in the Moodle platform in a private college in the state of São Paulo? The theoretical framework perceived in the light of Complexity (Morin, 2004, 2005a, 2005b, 2005c, 2007, 2008) is based on the education of reflective teachers (Dewey, 1959; Schön, 1987, 1995) and critical reflective teachers (Kemmis, 1987; Freire, P. 1996, Prado & Valente, 2002), on the technological education of teachers (Kenski, 2001; Almeida, 2003, 2005, Lopes, R.P., 2005, Moraes, 2007, 2008a, 2008b; Freire, M.M., 2006c, 2009, 2010; Barreto, A.A., 2008), on self-heteroecoformation (Pineau, 1998; Freire, M.M., 2009, Moraes, 2007, 2008a) and on the new information and communication technologies (Moraes, 2002; Oliveira, 2002; Freire, M.M., 2009), focused on digital learning environments (Almeida, 2003; Barreto, R.G., 2006; Moraes, 2008b). The methodology adopted is the Hermeneutic-Phenomenological approach from the perspective of van Manen (1990), Ricoeur (2002) and Freire, M.M. (2003b, 2006a, 2006b, 2007, 2010, forthcoming). The description and the interpretation of the manifestation of the phenomenon focused on this study are made through the processes of textualization, thematization and through the validation cycle (van Manen, 1990), operationalized by the routines of organization and interpretation proposed by Freire, M.M. (2006a, 2006b, 2007, 2010, forthcoming). The interpretation revealed that the phenomenon technological selfheteroecoformation experienced by a professor acting in the Moodle platform is structured by five major themes: sharing, isolation, trust, caring and engagement |
