Detalhes bibliográficos
| Ano de defesa: |
2008 |
| Autor(a) principal: |
Miascovsky, Helena Wolffowitz
 |
| Orientador(a): |
Liberali, Fernanda Coelho |
| Banca de defesa: |
Não Informado pela instituição |
| 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: |
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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/13977
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Resumo: |
The aim of this research is to critically analyze and comprehend how creativecollaborative production occurs in the activity reflective session which discusses lesson plan as a means to make pedagogical actions that lead both educators and students to act critically, creatively and reflexively possible in contexts of bilingual education. This study is grounded on the socio-historical-cultural activity theory (VYGOTSKY, 1930/1999, 1930/2000, 1931/1995, 1987, 1934/2001; LEONTIEV, 1977; ENGESTRÖM, 1987), on the vygotskian conception of creativity (VYGOTSKY, 1930/1999, 1930/2000) and on the concept of dialogism and verbal interaction (BAKHTIN, 1979/2000; BAKHTIN/VOLOCHINOV, 1929/2002). These theories helped to understand the role of the coordinator, of the teacher and of the activity reflective session itself in the creative-collaborative production, as from this perspective the human being is considered an active subject in dialectic relation with its social environment in which language has an essential role in confronting the senses of each participant and his/her shared meanings that will expand the various senses. In this way it was possible to understand how the different voices of each interlocutor affected the discourse of the other, expanding the production of shared meanings in the activity. This is a critical research of collaboration (MAGALHÃES, 1994, 1996, 1998a, 1998b, 1998c, 2002, 2003a, 2003b; LIBERALI, 1994, 1999, 2007b), in which reflection of my own practice as coordinator is interwoven with the teacher s practice in order to reconstruct our own school reality. This study was conducted in a bilingual school, located in São Paulo for 15 years, and counted with the participation of the coordinator-researcher and an elementary education year 3 teacher. The research was conducted between 2006 and 2007, and the data were colleted from the second semester of 2006 on, through audio recordings of the reflective sessions. The analysis of the selected data focused their context of production, theme contents, general text plan, analysis of turn taking and argumentation in order to comprehend if the activity reflective session that discusses the lesson plan is constituted as a creative-collaborative production of meanings. The results show that the reflective sessions were constituted as activities of creative-collaborative production of meanings, once they relied on mutual comprehensive and inquisitive postures between the participants at the same time that they were constituted as an activity of negotiation of senses in which new meanings were shared. These factors were essential to give the objects in production a creative force that could be taken to other activities. In this aspect, a creative chain was built up, so that the creative-collaborative shared meanings which were created in the reflective session could be taken to other creative-collaborative activities constitution, in a creative continuum |
