Histórias de colaboração em um projeto de conversação em língua inglesa vinculado ao Núcleo de Estudos Canadenses.

Content Provider	Semantic Scholar
Author	Brandão, Ana Carolina De Laurentis Silva, Clarissa Costa E
Copyright Year	2012
Abstract	Este artigo tem como objetivos analisar de que maneira o projeto de extensao de conversacao em lingua inglesa Tea Break, vinculado ao Nucleo de Estudos Canadenses da Universidade Federal de Uberlândia, se constitui como um espaco de aprendizagem colaborativa, bem como refletir sobre as implicacoes da nossa participacao como monitoras do projeto para nossa formacao como professoras de lingua inglesa. Pautamo-nos pela Pesquisa Narrativa, segundo Clandinin e Connelly (2000), pela teoria sociointeracionista, por estudos sobre metodologia de ensino de linguas e aprendizagem colaborativa. Por meio da Composicao de Sentidos (Ely; Vinz; Downing; Anzul, 2001) em nossas narrativas e diarios reflexivos, percebemos que a colaboracao no Tea Break relaciona-se a participacao efetiva dos aprendizes, e que como monitoras nos constituimos como professoras. Resume : Cet article vise a examiner comme le projet d’extension de la conversation a l’anglaise Tea Break, associe au centre d’etudes canadiennes a l’Universite Federale d’Uberlandia, est cofigure comme un espace d’apprentissage collaboratif, et de reflechir sur les implications de notre participation en tant que moniteurs du projet pour notre developpement en tant que professeurs d’anglais. Nous basons notre travail sur la recherche narrative, selon Clandinin et Connelly (2000), la theorie de l’interaction sociale, les etudes sur la methodologie de l’enseignement des langues et l’apprentissage collaboratif. Grâce a la composition de sens (Ely, Vinz, Downing; Anzul, 2001) a partir de nos recits et journaux reflexive, nous percumes que la collaboration dans le Tea Break est lie a la participation effective des apprenants, et que, en tant que moniteurs, nous nous constitue en tant que professeurs. Mots-cles : recherche narrative; apprentissage collaboratif; l’enseignement et l’apprentissage de l’anglais. Abstract : This article aims at analyzing how the extension project of conversation in English Tea Break, associated to the Canadian Studies Center at Federal University of Uberlandia, is constituted as a space for collaborative learning, and reflect upon the implications of our participation as monitors of the project to our development as English teachers. We base our studies on Narrative Inquiry, according to Clandinin and Connelly (2000), the social interactionist theory, studies on language teaching methodology and collaborative learning. Through the Composition of Meaning (Ely, Vinz, Downing; Anzul, 2001) from our narratives and reflexive diaries, we realized that collaboration in Tea Break is related to the effective participation of learners, and that as monitors we constitute ourselves as teachers. Keywords : narrative inquiry; collaborative learning; english teaching and learning.
Starting Page	271
Ending Page	287
Page Count	17
File Format	PDF HTM / HTML
DOI	10.15210/interfaces.v11i1.7175
Volume Number	11
Alternate Webpage(s)	https://periodicos.ufpel.edu.br/ojs2/index.php/interfaces/article/download/7175/4992
Alternate Webpage(s)	https://doi.org/10.15210/interfaces.v11i1.7175
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article