6 th ISCAR SUMMER UNIVERSITY FOR Ph D

6 th ISCAR SUMMER UNIVERSITY FOR Ph. D 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/GESFo. PLE-São José do Rio Preto CAPES Supervisor: Professor Maria Helena Vieira Abrahão

WHY SOCIOCULTURAL-HISTORICAL THEORY? “The Human Agency of the Teacher of English Language in the Development of Glocal Knowledge in the Sociocultural and Dialectical perspective” • PHENOMENA – Human agency – Local knowledge development • AGENT – A teacher of English language • CONTEXT – Language teaching-learning process – Public school. Basic Education learners – Low-income communities. A SOCIAL PRACTICE EDUCATION

WHY SOCIOCULTURAL-HISTORICAL THEORY? SOCIAL PRACTICE • Human inter-relationships in social situations: – Human beings constitute and are constituted through mediated activities. Individual as a social subject. • Education as a social praxis: among individuals, institutions, society at large inserted in economic, ideological and cultural contexts. • Construction and development of teachers’ knowledge: – diverse contexts of actions, different subjects, – Participant in education programs and professional work in education communities (JOHNSON, 2006, 2009 a; b)

WHY SOCIOCULTURAL-HISTORICAL THEORY? LEARNING TO TEACH (JOHNSON, 2009 b): • Interactions, values and atitudes: shape how teachers think their practice. • Dependent of the teachers’s knowledge about themselves, their learners, the teaching content, curriculum and context. • A negotiated and dialogical process of coconstruction of knowledge situated and emergent from sociocultural practices and contexts. • Teachers: valued and considered as creators of legitimate forms of knowledge.

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, 2009 a). • 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.

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).

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.

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).

COGNITION: INTERCONNECTION OF BIOLOGICAL AND CULTURAL • A frutful construct to Language Teacher Education. • Cognition: an interactive process, mediated by culture, language and social interaction (JOHNSON; GOLOMBEK, 2011). • Teacher formation: a dynamic process of reconstruction and transformation of practices. Practices that respond to individual and local needs (JOHNSON, 2009 a). • Transformations developed in contexts cultural and historically determined as revolutionary activities: minimizing social inequalities and injustice through collaboration (LIBERALI, 2010)

LANGUAGE TEACHER EDUCATION IN A SOCIOCULTURAL-HISTORICAL PERSPECTIVE • Teacher as learners of language teaching; • The socially mediated nature of language teaching; • The existence of mediating instruments that shape the teacher’s learning • The manner how teachers learn can shape how they think and act. • SCH Approach is a theoretical lens. Not a methodological model • An open-ended way of seeing single and situated problems. • Permits to avoid the trend of universal recipes that not always cope with the reality in the classrooms (CEZARIM DOS SANTOS, 2015).

THE SCH THEORY AND THE HUMAN AGENCY AND LOCAL KNOWLEDGE DEVELOPMENT RESEARCH • General objective: Interpreting and discussing the agentive exercise of a teacher of English language in the development of glocal knowledge. • Research method: The dialectical and historical materialism method (Marx, Marx and Engels, passim). Qualitative, ethnographic-based research (DENZIN; LINCOLN, 2007). • Research questions: • (1) How is the teacher’s exercise of agency as a constructor of knowledge as regard to her locality? • (2) What is the relation between the concrete conditions in the teacher’s practice, local knowledge construction and agency?

THE SCH THEORY AND THE HUMAN AGENCY AND LOCAL KNOWLEDGE DEVELOPMENT RESEARCH FINDINGS • Various contradictions in the teacher’s practicum: – Education of the teacher, – the teaching and the social, political, cultural, economic and political contexts – shaped her way of knowing, thinking, and mediated her way of acting.

THE SCH THEORY AND THE HUMAN AGENCY AND LOCAL KNOWLEDGE DEVELOPMENT RESEARCH • No development of local knowledge. Maintenance of her intentional methodology choices. • The teacher’s agentive exercise. • However, it was mediated by the conditions of the realities that she has faced: – Initial Education: the lack of knowing about socialeducational realities in the classrooms – Workplace: lack of infrastructure at schools. – Macrostructure: Influence of the Education Department. – Learners: Behaviour (‘indiscipline’) – the most important.

THE SCH THEORY AND THE HUMAN AGENCY AND LOCAL KNOWLEDGE DEVELOPMENT RESEARCH • Teacher’s practicum: • It was not a priori individual’s intentionality. • But, a human agency mediated by specific schooling situations in which her learning to teach has developed. Reminding us • The subject who builds himself as an active constructor through social practices mediate by language, culture, history and the otherness.

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. 243 f. 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, 2009 a. ________. Trends in Second Langague Teacher Education. In: BURNS, A. ; RICHARDS, J. C. (eds. ). The Cambridge Guide to Second Language Teacher Education. 2009 b, 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.

REFERENCES • • LANTOLF, J. P. ; JOHNSON, K. E. Extending Firth and Wagner’s (1997) Ontological Perspective to L 2 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_Tran smission_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.

Спасибо (spa. Siba) THANK YOU Fátima Cezarim@gmail. com.