Contibuições a respeito da leituras

1° texto

MATEUS, EF. Aprendendo COLABORATIVAMENTE POR MEIO DE FERRAMENTAS Eletrônicas: UMA PRÁTICA PARA A FORMAÇÃO DE Docentes. Travessias (UNIOESTE. Online), v. 04, p. 350-365, 2010.


Neste texto as autoras buscaram apresentar o blog do projeto Sem Fronteiras. Blog este que veio possibilitar aos envolvido momentos de interação e compartilhamento de pensamentos. As autoras se propõem abordar o seguinte objeto de pesquisa buscando uma visão de análise que leva por base os momentos em que os envolvidos demonstram serem tocados e transformados ao vivenciarem ao meio o processo de colaboração. O seguinte blog veio possibilitar que os envolvidos pudessem ultrapassar suas opiniões e pensamentos que demonstram que os objetos do projeto estavam sendo alcançados, pois o projeto levanta questões a serem abordadas pelos envolvidos que deveriam deixar seu lugar de conforto e buscar estarem colocando-se em posição de quem aprende para ensinar, de constante aprendiz que se deixa transformar pelo outro e pelas novas experiências desenvolvendo o processo de colaboração em busca de um resultado único, almejado por todos que venha trazer benefícios á todos.

Algo interessante que as autoras buscam analisar são os usos feitos pelos envolvidos de metáforas e imagens. Tendo que são estratégias significativas, objetos este que possuem muito poder. Pois ao tomar a analise das imagens podemos observar que uma imagem pode chegar, realmente, a substituir mil palavras e as metáforas trazem cores e multifaces ao incrementarem o texto.

Através deste artigo podemos perceber o valor que objetos diversos que possibilitam a interação social possuem. No caso em especial analisa-se o blog do projeto que é abordado graças ao contexto atual do mundo globalizado, que se apresenta como um meio de interação entre indivíduos, mostrando que não importa o local ou o meio que venha possibilitar um encontro social, o que possibilita que os objetivos traçados sejam alcançados é o abrimento de espaço pelos envolvidos, é a consciência adquirida que possibilita aos envolvidos deixarem sua zona de conforto, se disponibilizado até mesmo a serem corrigidos se necessário.

Eu recomendo a leitura do seguinte artigo pelas autoras exporem as ideias de forma simples e consistentes. Por obter principalmente um conteúdo muito interessante e motivador.






2° Texto

GAFFURI, P. O QUE SE VER DA JANELA PoDE: UMA ANÁLISE DO SUBPROJETO DE LETRAS-INGLÊS DO PROGRAMA PIBID. Signum: Estud. Ling., Londrina, n. 14 / 1, p. 363-386, jun. 2011.


Neste trabalho as autoras tentam compreender os sentidos de colaboração expressos no texto do subprojeto de Letras-Inglês, da UEL, do (PIBID). Revelando uma cultura colaborativa na formação de professores, na busca de uma melhoria da qualidade dos cursos de formação.

O tema abordado neste artigo é a formação de professores , na busca da compreensão dos sentidos de ser professor. Buscando compreender os sentidos de colaboração expressos no texto do subprojeto de Letras-Inglês.

As autoras partem da hipótese de que as experiências vividas pelos sujeitos ao longo de suas vidas desenham o aparecimento de possibilidades no dever de cada um, com todos. Este trabalho é iniciado se realizando uma revisão crítica sobre o conceito de colaboração e sobre práticas colaborativas de formação de professores de inglês. Caminhando na busca da possibilitação de rompimento de fronteiras existentes entre as instituições do ensino.

As autoras concentram-se no PIBIB como uma proposta para superar a dicotomia entre teoria e prática; buscando compreender os sentidos de colaboração, a partir dos modos como se definem os papéis dos participantes. Ao observarem os sentidos de colaboração as autoras trazem ideias concretas e muito relevante, pensamentos que nos possibilitam muita reflexão.

Segundo as autoras o ser humano é constituído pelo o outro, por aquilo que é externo a ele mesmo, pelo outro, ou seja, formado pelo meio, produto do meio, produto do outro, do próximo.

É através do outro que nos reconhecemos como sujeitos e (re)criamos nossas identidades. É a presença do outro com quem interagimos que nos fazemos ser quem, como e por que somos.

Nas últimas décadas muitos pesquisadores têm voltado seus interesses para a influência da colaboração na vida das pessoas, como este processo se desenvolve e os resultados obtidos desta influência. Por esta constatação pode-se observar o valor deste processo que vem sendo valorizado e buscado ser analisado por grandes estudiosos. O fato é que a conclusão que podemos observar dos diversos estudos é que os sentidos que se buscam são formados pelo meio em que nos inserimos e do insumo que absorvemos, que nos possibilitar tomar direções pessoais e orientam nossos caminhos.

Silvana Passos

Olá queridos colegas pibidianos. Este segundo texto traz concepções do que é o trabalho colaborativo e sua relevância no projeto pibid. Com a leitura deste texto pude perceber mais a riqueza de se trabalhar em colaboração levando em conta as problematicas que o cerca, vi que o texto traz vivencias semelhantes as nossas vividas e compartilhadas no nossso projeto, o texto traz alguns padrões de colaboração fiquie pensando em que usamos cada um destes em diversas maneiras no cotidiano escolar olhando para o nosso projeto. Em geral o texto foi otimo para a nossa pratica em sala de aula, ele trouxe varios embasamentos teoricos que nos auxiliara na pratica. Boa noite

SECOND ARTICLE: WHAT CAN BE SEEN FROM THE WINDOW

MATEUS, E.F.; EL KADRI, M.S.; GAFFURI, P. O Que Se Pode Ver Da Janela: Uma Análise Do Subprojeto De Letras-Inglês Do Programa Pibid. Signum: Estud. Ling., Londrina, n. 14/1, p. 363-386, jun. 2011.

Hi guys,

I believe that this article is going to help us not only to understand some important aspects related to the project itself presents, but also our project at UNEB Campus X. I say that mainly because it presents the basis from which UEL’s and UNEB’s English Language PIBID come from. As the authors highlight, their initiative is grounded in interventions that date back to 2002 – when professor Mateus started her research about English teachers’ education in collaboration in a SHC perspective. More importantly, the authors remember us that we are not alone! There’s been a tradition – beginning 20 years ago – based on Vygotsky’s studies that has seen the value of the “other” and of the culture in relation to how people develop themselves and each other in/through collaboration. Recognizing ourselves in between this context is really useful to explain where we come from and where we hope to get to.

Through my reading, I emphasize how the authors analyzed the text, the language used in their subproject. Although being aligned with a SHC conception of collaboration, after scrutinizing UEL’s PIBID purpose, it is possible to identify how some aspects reinforce crystallized hierarchies: a) school teachers are renamed as “co-formadores”, which is great since it brings them responsibility in teachers’ education process. However, student-teachers, “bolsistas de iniciação”, are kept in a level below, being subordinated to school teachers, just as in traditional models of education; b) their aim at didactical transposition of the National Guidelines continues to privilege the “voice of authorities”, meaning that whichever transformation the teachers would make, they should be according to what is prescribed. Those critics are useful in order to help UEL’s project to be reviewed and also to make us from UNEB aware that we should always keep analyzing our aims and actions at PIBID.

Those “incoherencies” pointed out at their subproject are also meaningful because they shows us that collaboration happens through contradictions. In other words, if we aim at transforming classroom reality, we must understand that we won’t overcome completely the previous models overnight. It takes us time and courage to be in an uncomfortable zone of permanence-transformation so that we can reach something new… not a utopian dream of a perfect English Public school classroom, but a different possible reality.

To finish, I’d like to leave here some questions so that you could discuss in your comments… and as it’s not a class, I am going to hold myself and not to answer all of them!

a) How do you understand the title of the article? What’s this “window”?

b) The authors express their concern about the overuse of some terms, such as collaboration, because it would make the concept empty of meaning. According to their review on different conceptions of collaboration, which aspects would you relate to UNEB’s PIBID and which ones you would not relate to it?

I’d keep listing some other important aspects to be taken into account, but I believe that through your contributions we are going to meet the most of them!

See you, guys!

Comments...

The article we are talking about is very similar, has the same objectives that PIBID, our project. In spite of they occur in different states and have different names they work in the same way. I’m glad to read about Londrina’s project, the blog, the studies, objectives. It’s good to know that there are people who have the same intention and work in the same way than us.

Talking about the first topic: "The world of life to the world of theory", suggested by Luciana we can realize that make these parts work together is the best way. This relationship between University and public school it’s very relevant specially when happens during the formation of them that want to be a teacher too. In the university we learn the theoretical part of the profession, and in the school we are going to apply what we’ve learned. Without this project the first situation could be happening before the second one and not at the same time like we are having the privilege to try. Through this approach we intend improve teacher’s formation.

The second point mentioned talks about the objectives that the participants of both projects want to reach, and inside of it we can talk about some points, but here we are discussing specifically about exchanging the roles, letting themselves be transformed by each-other and with another person, working collaboratively producing locally meaningful knowledge. When we talk about teacher and student what came on our mind is that the wisdom is something that belongs the teachers, that only them can teach and the student's role is receive what they know. The reason of the approach that propose this project is to change it. When we talk about collaborative work, we are trying to eliminate this hierarchy idea. Everybody has the same role as Ortenzi agrees. All of we fell like teacher independent if at the university we are students yet.

We are learning how to be a teacher, and with this project we are going to be a better teacher than we would be if we hadn’t this experience. We can see it in the article. I read what the participants put in the blog and I realized that I was unaware of the power of this tool. I confess that I’m not using it in the best way that I could. We have a great opportunity of improve this activity and I think that we are not enjoying it.

If we are working together it’s not only to divide the work. This collaboration is more important than we can imagine. We talk about our points and listen our colleague’s points too. With that we can see the situation by another point of view and change our mind a lot of time, re-creating our identities. That’s the goal. It happens because this study is based on the TSCH (Theory Social-Cultural-Historical), third point suggested by Luciana, and according PASSONI “learning occurs through social practice between individuals”. This learning occurs all the time because we always have someone next to us.

O texto ''Aprendendo colaborativamente por meio de ferramentas eletrônicas:uma prática para formação de docentes'', me fez perceber a importancia do professor em ter domínio das ferramentas eletrônicas. Pude notar a relevância de projetos, como o nosso, para a educação brasileira , fiquei muito emocionada com o ralato da professora no texto, quando ela comparou ser professor com ser avó , notei a plenitude de ser um educador. O texto confirmar minha visão positiva do trabalho colaborativo, pude nele ressaltar minhas expectativas quanto o ensino colaborativo e as contribuições que ele irá agregar no meu conhecimento acadêmico, também pude perceber o quanto esta aproximação da universidade com a educação básica é importante.

My comments

1.The approchement between university and school is extremely important for the construction of knowledge of all involved in this scheme. The fact is that one complements the other, and would have no reason to exist without the other's existence. The university is a place of theoretical knowledge and training the reason it exists is precisely the application of this knowledge in school. The school has a more direct contact with the outcome of this research, because it is not certain that this used in proposals without theoretical foundation. This relationship will only be narrowed when the participants themselves recognize this need, the university teachers entering the classrooms and recognize values ​​required for building the theoretical foundation, and also when the school teachers recognize the importance of research.

2. As Livia, I see that the first topic is talking about to revise the roles of the participants and the hierarchy between them. Considering as teachers in different stages of the parts of formation and mainly as each one is a learning during this experience. The second topic is about the importance of the construction of knowledge with participation of another person and the dependencies of the other  person learn too. Finally, the third refers to the collaborative process is a way of learn in different places without to lose the identity.

3. Really, the experiences inside classroom are interesting and constructive, but, on Monday’s meeting we can divide our experiences, scares, hard situations and to see on our friends, ourselves. Like this every day is better than yesterday.

My comments and what Livia says

1)As Livia and Luciana says in the first topic of discussion is about the world of life and the world of theory. Livia told about teachers getting more prepared for the reality of schools and when you think that University is close the schools you fell sure that the teachers gonna be more confident in their works because they are not alone in schools.

What what is necessary to reach this? We need work together and think together in many aspects and places. This give us a better view of the world that we are live and the world we want live.

2)As Livia says the first topic of the second question is about the roles and the hierarchy between the participants. I agree with her and the article we can see the quotes that describe how they fell better. As we can see here “Passei rapidamente por aqui agora só para dizer que não paro de aprender.”

3)Livia says that collaborative work is the essence of the PIBID project and I also agree with that. When you have a group of people who work in a collaborative way you fell more confident to discuss about you believes and thoughts and this is a great way to grow up as a people and a teacher.

The fact is, everytime in life is a moment to learn and when you have somebody close to you is a other moment to a new learn.

By the way, our friend Vanusa have already did a comment, if you want read and comment about, here is the link:

http://pibidingles2011.blogspot.com/2012/01/pibids-assignments.html

My comments...

Answering the first question made by the teacher Luciana about the meeting of “The world of life to the world of theory”, I think that this approximation of the University to the Public School
is very important and necessary for teachers. We can say “teachers” referring to all the participants of the project (both our project and that described by the text), because from the TSCH (THEORY SOCIAL-CULTURAL-HISTORICAL) each person involved is a teacher in a different period of the process of formation, which isn’t a definitive process as mentioned in
the text. For me, this approximation is an attempt to have teachers more prepared for the reality of schools. Teachers that did not reproduce in their speech problems of the public school that are common sense, or finish their course thinking that in the school they are going to apply what they had learned at the University. But a teacher that is learning in a explicit and implicit way , walking through the context of public school and university, relating the knowledge of the two contexts to try to create with the students a good environment for learning.
Well, to reach this approximation, I think that is necessary to the participants be willing to revise stereotypes, for example, the university as the only responsible by the knowledge and models and the schools and their teachers as receptive of what is produced there.


The second topic presented by the teacher Luciana is the three ways that the authors refer that were used by them to reach their objectives. They are: 1) Exchanging the roles; 2) Letting themselves be transformed by each-other and with another person; 3) Working collaboratively, that means "creating work with each-other", producing locally meaningful knowledge.
I understand that the first refers to revise the roles of the participants and the hierarchy between them. All of them are considered as teachers in different stages of the process of formation and mainly each one is a learner.
The second refers to be open- minded to the other experiences and points of view, where the person can be transformed by what the others say and then reflecting about it considering the own experiences, or without this process of reflection, on a unconscious way.
Third, the collaborative work is very interesting and for me is the essence of projects like this and what makes the approximation of "the world of life to the world of theory have sense". People of the two environments are collectively engaged in the learning process of both others and themselves,assuming responsibilities and constructing their way from the practice, considering what is specifically significant for them.

Finally, I would like to say that is very good and it is unique participate of this project. And I agree with the teacher Luciana when she says that she is learning in each moment that we are together…It is really a “dialectical process of learning!”


Kissses,

BLOG/APRENDENDO COLABORATIVAMENTE

FIRST TEXT: From January 16th until 22nd: AUDI, L. C. C. ; Basso, Ana Paula ; MATEUS, E. F. . APRENDENDO COLABORATIVAMENTE POR MEIO DE FERRAMENTAS ELETRÔNICAS: UMA PRÁTICA PARA A FORMAÇÃO DE DOCENTES. Travessias (UNIOESTE. Online), v. 04, p. 350-365, 2010.

1) Broadly speaking, in this text the authors describe a Project they have been developing at Londrina State University with a Public School, which is very similar to our PIBID Project. Also they claim one of their aims is to promote the meeting of "The world of life to the world of theory" that means, to approximate the University to Elementary Public Schools. What I guess is also our objective, isn't it? So, I look forward to hearing from you all, what do you understand by this meating and also what do you believe being necessary to reach this?

2) In order to reach their objectives they act in three ways:
1) Exchanging the roles; 2) Letting themselves be transformed by each-other and with another person; 3) Working collaboratively, that means "creating work with each-other", producing locally meaningful knowledge. I would like you to discuss how do you understand these 3 points.

3) Finally, I would like to highlight some more specifics parts of the text, such as those where the authors claim that the TSCH (THEORY SOCIAL-CULTURAL-HISTORICAL) begun by Vygotsky points that "learning occurs through the social practice between individuals" and nowadays it is developed by lots of researchers, such as Lave, 1996, Matusov & Hayes, and others, who state that "Teacher Education is a collaborative procces". In my oppinion, in their community of practice, their blog revealed how their identities were so changed and also re-created, only because of their work based on this theoretical background.
I do believe that, because my identity has been re-created too, not only every single time I go to School and teach with our pairs, but also in each discussion we have at the University on Monday mornings. I mean, I am always learning. In fact it is a dialetical process of learning!
Hugs,
Luciana Audi.

Our First Text questions and comments: (by Luciana Audi)

FIRST TEXT: From January 16th until 22nd: AUDI, L. C. C. ; Basso, Ana Paula ; MATEUS, E. F. . APRENDENDO COLABORATIVAMENTE POR MEIO DE FERRAMENTAS ELETRÔNICAS: UMA PRÁTICA PARA A FORMAÇÃO DE DOCENTES. Travessias (UNIOESTE. Online), v. 04, p. 350-365, 2010.

1) Broadly speaking, in this text the authors describe a Project they have been developing at Londrina State University with a Public School, which is very similar to our PIBID Project. Also they claim one of their aims is to promote the meeting of "The world of life to the world of theory" that means, to approximate the University to Elementary Public Schools. What I guess is also our objective, isn't it? So, I look forward to hearing from you all, what do you understand by this meating and also what do you believe being necessary to reach this?

2) In order to reach their objectives they act in three ways:
1) Exchanging the roles; 2) Letting themselves be transformed by each-other and with another person; 3) Working collaboratively, that means "creating work with each-other", producing locally meaningful knowledge. I would like you to discuss how do you understand these 3 points.

3) Finally, I would like to highlight some more specifics parts of the text, such as those where the authors claim that the TSCH (THEORY SOCIAL-CULTURAL-HISTORICAL) begun by Vygotsky points that "learning occurs through the social practice between individuals" and nowadays it is developed by lots of researchers, such as Lave, 1996, Matusov & Hayes, and others, who state that "Teacher Education is a collaborative procces". In my oppinion, in their community of practice, their blog revealed how their identities were so changed and also re-created, only because of their work based on this theoretical background.
I do believe that, because my identity has been re-created too, not only every single time I go to School and teach with our pairs, but also in each discussion we have at the University on Monday mornings. I mean, I am always learning. In fact it is a dialetical process of learning!

Hugs,

l.

PIBID'S ASSIGNMENTS

Hello everyone!

I hope you had a great Christmas celebration and that 2012 has started with all those best wishes we have!

The year has begun… so the work too! As we discussed in our last meeting in December, we all have some homework to be done, let’s remind them:

1)Relatório trimestral (outubro-novembro): have you all done?

2) Escrita do capítulo do livro: have you all sent your contribution?

3) Transcrições das reuniões: must be finished and handed in when we have our first meeting in February.

4)Texts to be read and posts to be done on the blog: here goes our agenda

FIRST TEXT: From January 16^th until 22^nd: AUDI, L. C. C. ; Basso, Ana Paula ; MATEUS, E. F. . APRENDENDO COLABORATIVAMENTE POR MEIO DE FERRAMENTAS ELETRÔNICAS: UMA PRÁTICA PARA A FORMAÇÃO DE DOCENTES. Travessias (UNIOESTE. Online), v. 04, p. 350-365, 2010.

link: http://www.unioeste.br/travessias/EDUCACAO/APRENDENDO%20COLOBORATIVAMENTE.pdf

SECOND TEXT: From January 23rd until 29th: MATEUS, E.F.; EL KADRI, M.S.; GAFFURI, P. O QUE SE PODE VER DA JANELA: UMA ANÁLISE DO SUBPROJETO DE LETRAS-INGLÊS DO PROGRAMA PIBID. Signum: Estud. Ling., Londrina, n. 14/1, p. 363-386, jun. 2011.

link : http://www.uel.br/revistas/uel/index.php/signum/article/view/8488/pdf

*** Just remind how this last activity will work: we all read the text of the week. Luciana or me will post a starting comment on the blog. You all have one week to post your own comment and reply at least one of your friend’s comment. Ok?

---------------- If you have any questions, contact us BEFORE the assigned dates. -------------------

See you!!!