As percepções de professores de espanhol sobre seu processo de formação contínua em contexto de uso de tecnologias

• Ano de defesa: 2013
• Autor(a) principal: Meneghini, Carla Mayumi [UNESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Lingüística aplicada; Lingua espanhola - Formação de professores; Língua espanhola – Estudo e ensino; Tecnologia educacional; Políticas públicas – Brasil; Applied linguistics
• Link de acesso: http://hdl.handle.net/11449/108940

This is a qualitative research study (BROWN; RODGERS, 2003), which aims at investigating the technological and linguistic contributions of a hybrid course of continuous teacher education, besides evaluating the importance of the public education policies. The course was taken by Spanish language teachers from Language Centres in the São Paulo state. One part of the course included face to face classes and video conference (16 hours/classes) with activities to be done by the Brazilian teachers who were taking part in it in a virtual platform (TelEduc). Besides, there were 16 hours of tandem / teletandem practice between Brazilian Spanish teachers and Uruguayan Portuguese teachers or Argentinian teachers. The investigation was led by the following specific goals: to examine how Brazilian teachers interacted with the technological resources of the course and what were their thoughts on the use of such resources and investigate whether the teacher education course promoted linguistic benefits and approach to Hispanic-American geolinguistics varieties, through the discourse of these Brazilian research participants. This study focused on Brazilian teachers from the northwest region of the São Paulo state, and data were registered in the virtual environment TelEduc (chats, forums, portfolio and autobiography / profiles) and through interviews. For the theoretical foundation, it considered the proposal of teacher education by Kumaravadivelu (2012) as well as in the Spanish field, Moreno Fernández (2005; 2010), Zolín-Vesz (2013) and the National Curriculum Orientation – Spanish (2006) and in the technological area, O’Dowd (2007), Bax (2003; 2011) and Chambers and Bax (2006). In general, it has observed that these teachers have recognized the importance of a reflexive process and they have managed, somehow, to join theory and practice, but these processes were usually not critical. Moreover, it observe...