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Formação continuada online de professores dos anos iniciais: contribuições para a ampliação da base de conhecimento para o ensino de geometria
(Universidade Federal de São Carlos, 2007-12-12) Bertoluci, Evandro Antonio; Tancredi, Regina Maria Simões Puccinelli
This doctorate thesis identifies and analyzes the contributions of two online distance minicourses to the knowledge base (specific knowledge of geometry, pedagogical knowledge of geometry and pedagogical reasoning processes) of thirteen elementary school teachers who teach geometry from the 1st to the 4th grades. They were participating in a teachers training program called Programa de Apoio aos Educadores: espaço de desenvolvimento profissional, and were members of Portal dos Professores UFSCar (www.portaldosprofessores.ufscar.br), a website which provides teachers with professional support. It is a qualitative intervention research which employs a collaborative and constructive methodology for training teachers. The mini-courses, developed for that purpose, were given totally at distance through the virtual learning environment WebCT. The theoretical basis encompasses teachers training, knowledge base for teaching and distance learning via the Internet as a resource for training teachers. The data, which were collected through digital tools (forum, e-mail, chat room, tasks, message board etc.) and non-digital tools (application forms and questionnaires), were analyzed to show the impact the mini-courses had on the teachers` knowledge base. The results showed their knowledge was significantly enhanced and they could think over the teaching of geometry and their own teaching. The results also showed the strong and weak points of training teachers at distance using the virtual learning environment WebCT and the methodology adopted. To conclude, the study offers suggestions for public policies on distance training for teachers via the Internet and for courses in virtual learning environments similar to WebCT
Crenças sobre uma língua e cultura-alvo (alemã) em dimensão intercultural de ensino de língua estrangeira
(Universidade Federal de São Carlos, 2007-12-12) Rozenfeld, Cibele Cecílio de Faria; Viana, Nelson; https://lattes.cnpq.br/6252579012192711; https://lattes.cnpq.br/0943223045871060
In a historical overview of foreign language (FL) teaching, a pragmatic change can be observed starting in the 1970s, in which the emotional and affective aspects of the learners take on a relevant position. This change involves a shift not only in the teacher s role, which passes from that of centralizer, retainer and transmitter of knowledge to facilitator of the process, but also in that of the student, who is now seen to be inserted into a broader learning context and who has now gained the possibility of participating actively in the learning process. In this context, the belief system is perceived as a phenomenon inherent to the affective processes of teachers and/or students, which influences the teaching and learning process and is therefore a relevant factor. In this research of a qualitative nature and ethnographic basis, we sought to investigate and characterize the beliefs of German language students concerning the language and target culture, evaluating their possible origins and how they could be understood by the teacher in the FL teaching/learning process. To achieve these objectives, we sought theoretical backing in belief studies (Barcelos, 2004; Vieira-Abrahão & Barcelos, 2006; Almeida Filho, 1999; Horwitz, 1999 and others) and in assumptions of the interculturality of foreign language teaching and of the understanding of what is foreign (fremd) (Wierlacher, 1998; Weinrich, 1998; Kramsch, 1993; and others). We focused primarily on the concept of intercultural competence (Volkmann, 2002; Weier, 2002; Byram, 2000; and others), seeing it as a way to provide theoretical underpinnings to understand these issues. With this research, we hope to contribute to a better understanding of this construct (beliefs), which has been intensively investigated in the field of language teaching studies. In addition, we aim to provide teachers of German as a FL with critical reflections focusing on learners and on FL teaching as an intercultural practice.