O professor de línguas em formação : uma experiência reflexiva com blog

• Ano de defesa: 2011
• Autor(a) principal: Bresolin, Ana Regina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Linguagens (IL); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Estudos de Linguagem
• Palavras-chave em Português: Blogs; Reflexão crítica; Formação de professores; CNPQ::LINGUISTICA, LETRAS E ARTES; Critical reflection; Teacher training
• Link de acesso: http://ri.ufmt.br/handle/1/1043

Considering the technology support under which we have built many of our relations in recent decades, we realize that this type of interaction has changed and reframed the ways we learn and teach, so that both teachers and students begin to see this social place, internet, also suitable for learning languages. The context of this research is education in virtual environment and taking this situation into account, it aims to investigate evidences of reflective processes and how they develop in a collaborative educational blog. The participants that took part in the speech community were students of Letras Course _ Portuguese/English _ of four brazilian universities over a period of six months. Based on the interactions which occurred in and because of the blog, like posts, comments and emails, I analyzed how the group developed critical-reflective processes in a collaborative environment. The research theoretical foundation is provided by Smyth (1992), Zeichner (1994) and Mateus (2010) with respect to critical reflection. In Gomes (1995), Primo & Smaniotto (2006) and Signorini & Cavalcanti (2010) with regard to teaching and learning in a virtual environment and blogs. The research questions were: 1) What possible evidence of reflective processes can be observed in the interactions among the participants? And 2) How the group sought to build reflective processes in this virtual environment? The theoretical and methodological paradigm is based on interpretative and netnography approaches (ERICKSON, 1986/1990; KOZINETS, 2010). Results suggest some linguistic evidences that can characterize reflective-critical processes and collaboration in the blog, in different degrees of complexity, contributing to these language teachers’ starting constitution.