Experiências, Emoções e Transformações na Educação Continuada: Um Estudo de Caso

• Ano de defesa: 2011
• Autor(a) principal: Hilda Simone Henriques Coelho
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: PECPLI; Biologia do Conhecer; Educação Continuada; Língua inglesa Estudo e ensino Falantes estrangeiros; Professores Atitudes; Língua inglesa Formação de professores Minas Gerais; Prática reflexiva; Professores de inglês Formação; Prática de ensino
• Link de acesso: http://hdl.handle.net/1843/DAJR-8H5QQD

This case study aimed at investigating and understanding the experiences and emotions of teachers participating in a Continuing Education Project for English Teachers (PECPLI). More specifically, it aimed at identifying the influence of experiences and emotions lived at PECPLI on their experiences as teachers in public school, highlighting the transformations in teachers physiological, relational and pedagogical, and the transformations in the structure of PEPCLI. The theoretical framework based on studies about experiences (MICCOLI, 2006, 2007a, 2007b, 2008 e 2010) and emotions (HARGREAVES, 1998; SUTTON & WHEATLEY, 2003; ZEMBYLAS 2004; IMAI, 2010), in addition to the studies of Humberto Maturana on the Biology of Knowing. Data were obtained through PECPLI documents from 2004-2009. The results have shown two distinct moments of the Project. The first, from 2004 through 2006, in which there was sharing of experiences, beliefs diagnosis and questioning of practice. In the second moment, from 2007 through 2009, the emotion of belonginess, and acceptance lived at PECPLI start to be the new domain of action, in which teachers begin a deeper reflection on their practices, embedded in the way they accept themselves as English teachers and in the way they accept others (their students, colleagues and supervisors). The results have also shown that transformations are possible when new emotions establish new domains of actions. This study brings implications to initial and continuing teacher education, revealing teacher educators commitment in offering opportunities for development, and also indicating the teachers themselves should be responsible for their education. In addition, the study highlights the importance of continuing education projects as the domain of sharing and listening to teachers experiences and emotions.