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6th ISCAR SUMMER UNIVERSITY FOR PhD STUDENTS

6th ISCAR SUMMER UNIVERSITY FOR PhD STUDENTS CULTURAL-HISTORICAL PSYCHOLOGY: INTERDISCIPLINARY RESEARCH PERSPECTIVES - 2016. THE RELEVANCE OF THE SOCIOCULTURAL-HISTORICAL THEORY IN THE ENGLISH LANGUAGE TEACHER EDUCATION: A DOCTORAL RESEARCH IN BRAZIL. Fátima Aparecida Cezarin dos Santos

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6th ISCAR SUMMER UNIVERSITY FOR PhD STUDENTS

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  1. 6th ISCAR SUMMER UNIVERSITY FOR PhD STUDENTS CULTURAL-HISTORICAL PSYCHOLOGY: INTERDISCIPLINARY RESEARCH PERSPECTIVES - 2016 THE RELEVANCE OF THE SOCIOCULTURAL-HISTORICAL THEORY IN THE ENGLISH LANGUAGE TEACHER EDUCATION: A DOCTORAL RESEARCH IN BRAZIL Fátima Aparecida Cezarin dos Santos UNESP/GESFoPLE-São José do Rio Preto CAPES Supervisor: Professor Maria Helena Vieira Abrahão

  2. WHY SOCIOCULTURAL-HISTORICAL THEORY? “The HumanAgency of theTeacher of English Language in the Development of Glocal Knowledge in the Sociocultural and Dialectical perspective” • PHENOMENA • Humanagency • Local knowledge development • AGENT • A teacher of Englishlanguage • CONTEXT • Language teaching-learning process • Publicschool. Basic Educationlearners • Low-incomecommunities. A SOCIAL PRACTICE EDUCATION

  3. WHY SOCIOCULTURAL-HISTORICAL THEORY? SOCIAL PRACTICE • Humaninter-relationships in social situations: • Humanbeingsconstitute and are constitutedthroughmediatedactivities. Individual as a social subject. • Education as a social praxis: amongindividuals, institutions, societyatlargeinserted in economic, ideological and cultural contexts. • Construction and development of teachers’ knowledge: • diversecontexts of actions, differentsubjects, • Participant in educationprograms and professional work in educationcommunities (JOHNSON, 2006, 2009 a; b)

  4. WHY SOCIOCULTURAL-HISTORICAL THEORY? LEARNING TO TEACH (JOHNSON, 2009b): • Interactions, values and atitudes: shapehowteachersthinktheir practice. • Dependent of theteachers’sknowledgeaboutthemselves, theirlearners, theteachingcontent, curriculum and context. • A negotiated and dialogicalprocess of coconstruction of knowledgesituated and emergentfrom sociocultural practices and contexts. • Teachers: valued and considered as creators of legitimateforms of knowledge.

  5. THE SOCIOCULTURAL-HISTORICAL TURN • Epistemological changes (from behaviourism to social and situated cognition) and the Cognitive Theory researches for 30 years have revealed the sociocultural processes in learning and teaching activities of language teachers (JOHNSON, 2009a). • The sociocultural turn in the language teacher education: changes in viewing the human cognition (JOHNSON, 2006, 2009 a; b). • Not an accumulation of information anymore. • A negotiated process.

  6. RELEVANCE OF SCH THEORY IN LANGUAGE TEACHER EDUCATION • Vigotski’s theory of mind: • the potential to explain the roots, mechanisms, nature and consequences of the development of teachers in all phases of their careers and in all contexts where they live, learn and work (JOHNSON, GOLOMBEK, 2011). • The SCH theory: • explains the cognitive processes in operation in the teachers’ learning. • recognizes the interconnection between the cognitive and the social context (JOHNSON, 2009 a).

  7. THE HIGHER PSYCOLOGICAL FUNCTIONS (VIGOTSKI, 1930/2003, VIGOTSKI; LURIA, 1993) • Mediation, internalization and signs: intrinsic and integrant parts of the individual’s general development. • The lower mental functions (of biological nature: baby’s act of sucking) and the higher mental functions (of sociocultural nature: the voluntary memory) appear in the general course of child development resulting from a dialectical process. • Only the innate resources of human organism are not sufficient to foster the psychological human development in a higher level.

  8. THE HIGHER PSYCOLOGICAL FUNCTIONS (VIGOTSKI, 1930/2003, VIGOTSKI; LURIA, 1993) • Cognition development requires social participation. A process accomplished as social activity (LANTOLF; JOHNSON, 2007). • The individual builds himself through his own activities in social-historical interactions mediated by tools and signs. (GERALDI, FICHTNER, BENITES, 2006). • Vigotski characterizes language as the mediating element in the most diverse interactive situations (PINO, 1991). • SCH theory: a way of understanding how people construct their personal cultures as active constructors (LAWRENCE, VALSINER, 2003).

  9. COGNITION: INTERCONNECTION OF BIOLOGICAL AND CULTURAL • A frutfulconstruct to Language Teacher Education. • Cognition: aninteractiveprocess, mediatedbyculture, language and social interaction (JOHNSON; GOLOMBEK, 2011). • Teacher formation: a dynamicprocess of reconstruction and transformation of practices. Practices that respond to individual and local needs(JOHNSON, 2009 a). • Transformationsdeveloped in contexts cultural and historicallydetermined as revolutionaryactivities: minimizing social inequalities and injusticethroughcollaboration(LIBERALI, 2010)

  10. LANGUAGE TEACHER EDUCATION IN A SOCIOCULTURAL-HISTORICAL PERSPECTIVE • Teacher as learners of language teaching; • The sociallymediatednature of language teaching; • The existence of mediatinginstruments that shapetheteacher’s learning • The mannerhowteacherslearncanshapehowtheythink and act. • SCH Approach is a theoreticallens. Not a methodologicalmodel • An open-endedway of seeing single and situatedproblems. • Permits to avoidthetrend of universal recipes that notalways cope withthe reality in theclassrooms (CEZARIM DOS SANTOS, 2015).

  11. THE SCH THEORY AND THE HUMAN AGENCY AND LOCAL KNOWLEDGE DEVELOPMENT RESEARCH • General objective: Interpreting and discussingtheagentiveexercise of a teacher of English language in the development of glocal knowledge. • Researchmethod: The dialectical and historicalmaterialismmethod (Marx, Marx and Engels, passim). Qualitative, ethnographic-basedresearch (DENZIN; LINCOLN, 2007). • Researchquestions: • (1) Howistheteacher’sexercise of agency as a constructor of knowledge as regard to herlocality? • (2) What istherelationbetweenthe concrete conditions in theteacher’s practice, local knowledgeconstruction and agency?

  12. THE SCH THEORY AND THE HUMAN AGENCY AND LOCAL KNOWLEDGE DEVELOPMENT RESEARCH FINDINGS • Variouscontradictions in theteacher’spracticum: • Education of theteacher, • the teaching and the social, political, cultural, economic and politicalcontexts • shapedherway of knowing, thinking, and mediatedherway of acting.

  13. THE SCH THEORY AND THE HUMAN AGENCY AND LOCAL KNOWLEDGE DEVELOPMENT RESEARCH • No development of local knowledge. Maintenance of herintentionalmethodologychoices. • The teacher’sagentiveexercise. • However, it wasmediatedbytheconditions of the realities that shehasfaced: • Initial Education: thelack of knowingabout social-educational realities in theclassrooms • Workplace: lack of infrastructureatschools. • Macrostructure: Influence of theEducation Department. • Learners: Behaviour (‘indiscipline’) – themostimportant.

  14. THE SCH THEORY AND THE HUMAN AGENCY AND LOCAL KNOWLEDGE DEVELOPMENT RESEARCH • Teacher’spracticum: • It wasnota priori individual’sintentionality. • But, a humanagencymediatedbyspecificschoolingsituations in whichher learning to teachhasdeveloped. Remindingus • The subjectwho builds himself as anactiveconstructorthrough social practicesmediatebylanguage, culture, history and theotherness.

  15. REFERENCES • BAQUERO, R. Vygotsky e a aprendizagem escolar. Tradução Ernani F. da Fonseca Rosa. Porto Alegre: Artes Médicas, 1998. • CEZARIM DOS SANTOS, F.A. A agência humana do professor de inglês no desenvolvimento de saber glocal na perspectiva sócio-histórica e dialética. 2015. 243f. Tese (Doutorado em Estudos Linguísticos). Programa de Pós-Graduação em Estudos Linguísticos, Universidade Estadual Paulista “Júlio de Mesquita Filho”, São José do Rio Preto: São Paulo. 2015. • GERALDI, J.W.; FICHTNER, B.; BENITES, M. Transgressões convergentes; Vigotski, Bakhtin, Bateson. Campinas, SP: Mercado das Letras, 2006. • GONZÁLEZ REY, L.F. O pensamento de Vigotsky: contradições, desdobramentos e desenvolvimento. Tradução Lólio Lourenço de Oliveira. São Paulo: Hucitec, 2013. • JOHNSON, K. E. The Sociocultural Turn and Its Challenge for Second Language Teacher Education. TESOL Quarterly v.40, n.1. p. 235-257, 2006. • _______________. Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge, 2009a. • _______________.Trends in Second Langague Teacher Education. In: BURNS, A.; RICHARDS, J.C. (eds.). The Cambridge Guide to Second Language Teacher Education. 2009b, p. 20-29. • ______________; GOLOMBEK, P.R. A Sociocultural Theoretical Perspective on Teacher Professional Development. In: JOHNSON, K.R.; GOLOMBEK, P.R. (Eds.). Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development. Routledge. 2011, p. 1-12.

  16. REFERENCES • LANTOLF, J. P.; JOHNSON, K.E. Extending Firth and Wagner’s (1997) Ontological Perspective to L2 Classroom Praxis and Teacher Education. Modern Language Journal, 91, Focus Issue, p.877-892, 2007. Disponível em: http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4781.2007.00675.x/abstract. Acesso em 15.08.2014. • LAWRENCE, J.A.; VALSINER, J. Making personal sense: An Account of Basic Internalization and Externalization Processes. Theory and Psychology, Sage Publications, v. 13, n.6, p. 723-752, 2003. At: https://www.researchgate.net/publication/232581272_Conceptual_Roots_of_Internalization_From_Transmission_to_Transformation. Access: 04.06.2016. • LIBERALI, F. Formação de professores de línguas: rumos para uma sociedade crítica e sustentável. In: GIMENEZ, T.; MONTEIRO, M.C.de G. (Orgs.). Formação de professores de línguas na América Latina e transformação social. Coleção Novas Perspectivas em Linguística Aplicada, volume 4. Campinas, SP: Pontes, 2010, p. 71-91. • PINO, A. O conceito de mediação semiótica em Vygotsky e seu papel na explicação do psiquismo humano. Cadernos CEDES 24 - Pensamento e linguagem: Estudos na perspectiva da psicologia soviética, 2.ed. São Paulo: Papirus/Unicamp, 1991, p.32-43. • VIGOTSKI, L.S. A formação social da mente, org. Michael Cole et al; trad. José Cipolla Neto, Luís Silveira Menna Barreto, Solange Castro Afeche, 6ª ed., 6ª tiragem, São Paulo:Martins Fontes, 1930/2003. • _____________. Pensamento e linguagem, trad. Jefferson Luiz Camargo; revisão técnica José Cipolla Neto, 2ª ed., 4ª tiragem, São Paulo: Martins Fontes. 1934/2003. • ______________. A construção do pensamento e da linguagem, trad. Paulo Bezerra, texto integral traduzido do russo Pensamento e Linguagem, São Paulo: Martins Fontes, 2001. • _____________; LURIA, A.R. Studies on the History of Behavior: Ape, Primitive, and Child. Edited and Translated Victor I. Golod. Lawrence Erlbaum Associates, Publishers, 1993.

  17. Спасибо (spaSiba) THANK YOU Fátima Cezarim@gmail.com.

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