Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Cunha, Mara Cristina Ferreira
 |
| Orientador(a): |
Celani, Maria Antonieta Alba |
| 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: |
Faculdade de Filosofia, Comunicação, Letras e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22089
|
Resumo: |
The purpose of this work is to describe and to interpret the phenomenon presence of a Professor in English languages classes experienced with a group of students in the first term of a translation course in a private university in the city of São Paulo. This experience was recorded through the observation of the classes along the term. All registrations were textualized according to the procedures and routines of interpretation of the Complex Hermeneutic-Phenomenological Approach (FREIRE, 2015) which is applied to observation and interpretation of phenomena of the human life. Audios, reflexive diaries, hermeneutic conversation, besides field notes, were the instruments of textual production. Seeking to gather the ontological aspects to the epistemotheoretical and praxiological presuppositions, I attempted to present the coherence of what had been seen, witnessed, reflected in the Complexity perspective which, among other principles, predicts the indissociation between the observer and the thing observed. In order to launch light on these provocations I based this experience on Teacher Development (CELANI, 2004; ESPÍRITO-SANTO, 2007; FAZENDA, 1999) and Complexity (BOHM, 2008; CAPRA, 2014; MATURANA, 2014; MORIN, 2014). During the interpretation of the texts, the phenomenon Presence emerged as an essential issue to reflect on perception development – of this phenomenon which reveals itself along the lived experience enabling recognitions of interconnections and opportunities to think about them, to problematize them, to amplify them and surrender to their inapprehension. The themes are possibilities related to the nature of the phenomenon Presence and the naturalness of guidelines for our practice and our attention to the possibility of development which regards the emergencies (MORIN, 2016) and, above all, the Complex Thinking. I believe that this experience can contribute to reflections and actions upon developments which involve the teacher as a being |
