Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Rosa, Leanna Evanesa
 |
| Orientador(a): |
Pessoa, Rosane Rocha
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| Banca de defesa: |
Pessoa, Rosane Rocha,
Costa, Alexandre Ferreira da,
Jorge, Míriam Lúcia dos Santos |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Letras e Linguística (FL)
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| Departamento: |
Faculdade de Letras - FL (RG)
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| País: |
Brasil
|
| 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: |
http://repositorio.bc.ufg.br/tede/handle/tede/7322
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Resumo: |
Critical thinking education emerged in the Applied Linguistics context as a political project which aims at questioning hegemonic practices. In this teaching perspective, teachers and students are encouraged to actively take part in the public debate and also to engage in the social changing actions connected to any subject regarding oppression, suffering, injustice, inequality, and marginalization. It is a wide project that seeks to theorise from praxis contexts. Based on these principles, I defined my master project, which was based on a study about the contributions of critical debates to language teacher education. This research is justified by the need of understanding professional education processes based on the critical theorizations about teaching and teacher education. It aimed at investigating the process of critical reflection and awareness of seven female and two male teachers who attended the course “Critical reflection in foreign language teacher education”. This course was offered by the post-graduation program at Faculdade de Letras of the Universidade Federal de Goiás. It also aimed at analyzing: 1) the participants’ conceptions of reflection and critical reflection and 2) if the reflections about critical thinking education implicated in the participants’ personal theories and identities. The analysis made in this research was based on the following theorizations: critical reflection and teacher education (CONTRERAS, 2002; SMYTH, 1991a, 1991b, 1991c; ZEICHNER; LISTON, 1996a, 1996b, 1996c; CELANI 2001; MOITA LOPES, 2008b; PESSOA, 2003; BORELLI, PESSOA, 2011b); discourse as social practice and critical awareness of language (FAIRCLOUGH, 1999, 2001a, 2001b); Critical Applied Linguistics (MOITA LOPES, 1996, 2003, 2008a, 2008b; PENNYCOOK, 1998, 1999, 2008; RAJAGOPALAN, 2003; FABRÍCIO, 2008); Critical Pedagogy (CONTRERAS, 2002; FREIRE, 2009; GIROUX, 1997; HOOKS, 1994; ELLSWORTH, 1992, PENNYCOOK, 1999); Cultural Studies (HALL, 2006, 2011; WOODWARD, 2011; SILVA, 2006, 2011); and Feminists Studies (LOURO, 2000; HOOKS, 1994; BUTLER, 2000). This work was a case study and it followed the methodological assumptions of critical qualitative research (DENZIN; LINCOLN, 2005, 2006a, 2006b). The data was collected between March and June, 2010. The results indicated that there were some personal changes and there were also some possible changes in the participants’ teaching practices. They also pointed to a greater engagement in the critical reflection process by the participants’ throughout the course, to some awareness raising and discursive positioning, to some empowerment of participants, to some political engagement of participants, to the deconstruction of personal theories, and to the assumption of new identities. |
