Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Sousa, Sandra Santella de
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| Orientador(a): |
Liberali, Fernanda Coelho
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Linguística Aplicada e Estudos da Linguagem
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| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| País: |
Brasil
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| 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://repositorio.pucsp.br/jspui/handle/handle/42625
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Resumo: |
Due to the pandemic caused by Coronavirus-19 and the recommendations of health authorities for social distancing, several activities in different fields needed to be reconfigured, taking place virtually. In this scenario, this study presents the constitution of the cineclub of educators in the Northwest region of the city of São Paulo and its adaptation to the virtual environment. The general objective is to investigate whether the cineclub practice contributes to the construction of engaged teacher training. To achieve this purpose, planning discussions and interactions that took place at educators' cineclub meetings throughout 2020 are critically analyzed, with special emphasis on the meeting held on November 9 of the same year, which was transcribed and used for analysis. These investigations are based on Vygotsky's Theory of Sociohistorical-Cultural Activity (2008) and the concepts of Applied Linguistics about language, incorporating the need to use the concept of decoloniality (Walsh, 2019; Freire, 2015), funds of perezhivanie (Megale; Liberali, 2020), agency (Giddens, 2009; Edwards, 2009; Engeström, 1999, 2008; Ninin; Magalhães, 2017; Liberali, 2019; Stetsenko, 2019) and art in teacher formation (Souza, 2016, 2019, 2021). This is part of the context of ongoing teacher formation, with a focus on establishing the concept of engaged formation. The research methodology adopted follows CriticalCollaborative Research, in which participants and researcher work together in critical reflection, aiming to build new possibilities of reality from the research process. Data were produced and collected through audio and video recordings of virtual meetings, together with the researcher's field notes. The material was described, analyzed and interpreted using an enunciative-linguistic-discursive approach, especially through argumentative analysis. The results point to alternatives for the role of the film club as an engaged formation practice, aligned with the funds of perezhivanie as a mobilizer of the participants' agency |
