Metodologias ativas na formação inicial de professores: análise de práticas vivenciadas no ensino superior

• Ano de defesa: 2018
• Autor(a) principal: Morais, Agnes Priscila Martins de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação em Educação; UFLA; brasil; Departamento de Educação
• Palavras-chave em Português: Linguística aplicada; Formação de professores; Ensino de línguas; Applied linguistics; Teacher training; Language teaching; Linguística Aplicada
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/29953

Our research is related to the area of Applied Linguistics of the Master's Program in Education at UFLA, the central theme is addressed to the question of active methodologies in teacher education. We propose to investigate the contributions of Active Methodologies for the pre-service teacher education. With the purpose of knowing and disseminating methodologies that can contribute to a more dynamic formation of the teacher, with a view to stimulating him to the adoption of more participatory methodologies in the classroom. So, the research problem that guides the present work lies in the following question: What are the language abilities mobilized and re-signified from the activities developed in an initial teacher training discipline based on a perspective of active methodologies? The instruments used were diverse texts produced by undergraduate students in the activities proposed by the teacher during the course, collected in the Virtual Learning Environment and in a Facebook group, created specifically for interactions and exchanges of knowledge. The methodology chosen for the performance of the work will be qualitative interpretativist (BORTONI-RICARDO, 2008). In this sense, the research is justified by seeking, through Active Methodologies, the training of professionals in an interactive perspective, through innovative methodologies that use new structures, spaces and differentiated resources (especially technologies); that bring the student as the central subject of the classroom, as a co-educator of his knowledge and skills.