Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
Melo, Glenda Cristina Valim de
 |
| Orientador(a): |
Machado, Anna Rachel |
| 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/13468
|
Resumo: |
Autonomy is a requirement in many areas of current work contexts. In education, learner autonomy is understood as an objective to be attained by students in acquiring a better education. In Applied Linguistics, specifically in teaching a foreign language, the term refers to learner and teacher autonomy. The present research focuses on teacher autonomy, investigating the representation of teacher autonomy in texts written by university professors who use Information Technology and Communication (ITC) in their work. Based on this general objective, specific objectives are, first of all, to establish the relationship between teachers‟ autonomy and the use of ITC in teachers‟ work; secondly, to identify linguistic and discourse mechanisms used to represent teacher autonomy. The third specific objective is to analyze what is accomplished in the classroom when ITC is used; the fourth, to identify linguistic and discourse mechanisms used to represent this kind of work. The theoretical background of the research is based on Socio-discursive Interaction work theories as developed in Clinical Activity and Ergonomics as well as theories dealing with teacher autonomy found in Applied Linguistics. Six English language professors participated in the research project. They have taught five or more years at public or private universities. Data were collected via internet, through e-mail or Moodle. Each participant provided two texts. The first text reflected on teacher autonomy and the second on their lived experiences and the use of ITC. The Trophes program was used to analyze the data based on theory proposed by Bronckart (1999, 2006, 2008), Bronckart & Machado (2004), Maingueneau (2008), Charaudeau (2008) e Machado & Bronckart (2009). Results indicate that representations of autonomy reflect characteristics such as: control, capability and influence of prescriptions and institutional requirements. Additionally, it was observed that ITCs can contribute to teacher autonomy, but it may also cause dependence from them.Teachers using ITCs suggest that computers can be used in tasks carried out in classroom activities as well as in distance learning. Finally, the influence of the researcher‟s instructions was apparent in the discursive and linguistic activity of participants writing about their conceptions of teacher autonomy |
