The mongraph: a critical reflection mediation tool at the English teacher pre-service education? / O trabalho monográfico: um instrumento mediador da reflexão crítica na formação inicial do professor de língua inglesa?

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This dissertation aims at investigating the use of monographs as a tool for critical reflection. The theoretical framework has its focus on the critical reflection moves, description, informing, confronting and reconstruction, proposed by Smyth (1992) based on Freire (1970). It was also discussed the use of monographs as tools for reflection and the Theory of Discourse Functioning (Bronckart, 1997), as a basis for the understanding of the linguistic materiality of the monographs. This research was carried out in a private university of São Paulo and the two monographs studied were developed by two groups of undergraduate students of languages attending the last term. We analyzed if the four critical reflection moves proposed by Smyth (1992) based on Freire (1970) were shown on the monograph developed by the students. The data analysis and interpretation suggest that the critical reflection actions appeared throughout the monographs, although, the action of confronting appears very little. It was also observed that the pre-service teachers were able to reconstruct their actions, although they did not refer to any theoretical basis to support their arguments. The data also showed that the pre service students were discursively engaged

ASSUNTO(S)

pesquisa-ação pre-service education formação de professores professores de ingles -- formacao profissional critical reflection pesquisa -- metodologia linguistica aplicada reflexão crítica action research formação inicial teacher education lingua inglesa -- estudo e ensino

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