Practice and reflection: curso remoto para professores de inglês com base na complexidade e transdisciplinaridade

• Ano de defesa: 2023
• Autor(a) principal: Costa, Solange Lopes Vinagre
• 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: Desenvolvimento docente remoto; Língua inglesa; Design educacional complexo; Abordagem hermenêutico-fenomenológica complexa
• Palavras-chave em Inglês: Remote teachers’ development; English language; Complex educational design; Complex hermeneutic-phenomenological approach
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/39733

This thesis presents a qualitative study in the area of Applied Linguistics that aimed to investigate, describe, and interpret, from the participants’ perspective, the experience in a remote course of English language practice and theoretical reflection for English teachers, whose development was based on complexity and transdisciplinarity. In the course, entitled Practice and Reflection, participants practiced English, asynchronously on WhatsApp, and discussed, in Portuguese, in synchronous meetings on Google Meet, the activities undertaken and the theoretical framework that supported their conception. Based on the constructs of complexity (MORIN, 2017) and transdisciplinarity (NICOLESCU, 1999), it was conceived as an open course that sought to consider non-linearity and unpredictability, in an attempt to promote the construction of knowledge of the present world, understanding the existence of different levels of reality of objects and perception of subjects. The course design and delivery were based on the complex educational design (FREIRE, 2013). Lasting 30 hours, it was offered to 21 English teachers by the project Educators Training Cycles (GPeAHFC/CNPq-LAEL/PUC-SP). The research was methodologically grounded on the complex hermeneutic-phenomenological approach (FREIRE, 2017), whose routines of organization and interpretation enabled the identification of the constructs that constitute the essence of the phenomenon and give it identity. The texts interpreted were generated by participants in their verbal and written accounts and in a final questionnaire. The research findings reveal the potential of the articulation of English language practice and theoretical reflections proposed by the course as a way to help English language teachers envision transdisciplinary teaching (MORAES, 2019) as a path to go beyond language teaching and learning, promoting the development of the integral human being, from the perspective of complex thought