Professoras-autoras: práticas e saberes docentes complexos na elaboração de recursos educacionais abertos para ensino de língua inglesa

• Ano de defesa: 2023
• Autor(a) principal: Muriana, Marina Borges
• 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: Formação docente tecnológica; Recursos educacionais abertos; Complexidade; Transdisciplinaridade; Ensino-aprendizagem de língua inglesa; Abordagem hermenêutico-fenomenológica complexa
• Palavras-chave em Inglês: Technological teacher training; Open educational resources; Complexity; Transdisciplinarity; English language teaching and learning; 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/39709

This research aimed to investigate, describe and interpret the experience in an online course for ESL open educational resources creation, designed under a complex and transdisciplinary epistemology, from the perspective of the participants. Ten English language teachers from different contexts participated in the course, which took place in two environments: the first one, synchronously, with six weekly meetings, on a communications platform and, asynchronously, on an instant messaging application; the second one was completely asynchronous, only via messaging application, for three weeks. Course and research were epistemologically based on complexity (MORIN, 2015) and, in relation to the constructs for complex and transdisciplinary teacher training, they were supported by Moraes (2021), Behrens (2008) and Leffa (2012a), having the latter also contributed with digital technology and Open Educational Resources concepts. The generation of the corpus of this research, the description and interpretation of the phenomenon investigated were guided by the complex hermeneutic-phenomenological approach (AHFC), by Freire (2017). The findings that emerged from this study aim to contribute to research in the field of teacher training for English language teaching, the creation of educational resources based on complexity and transdisciplinarity, as well as the use of digital technology in online language teaching and learning