Eventos dramáticos na educação para vida: formação engajada de professores e formadores nas aulas da Pós Graduação

Abstract

This research is part of the Language and Education Research line of the Graduate Program in Applied Linguistics and Language Studies. It is understood, in this study, that education plays a fundamental role in the construction of social participation increasingly more inclusive to all. Thus, it is believed that, through engagement among the subjects, it is possible to create a connection and deepen the bonds between education and life. In this context, the general objective of this research was to investigate the role of dramatic events in the constitution of engaged training of teachers in the graduate classroom. The specific objectives were to evaluate the role of multiliteracy in the construction of events that allow engaged training through a) the identification of the potential of multimedia, multiculturality, and multimodality in the creation of dramatic events, and b) understanding of the role of immersion, emersion, and insertion for creation of engagement. The work was methodologically structured based on critical collaborative research (MAGALHÃES, 2012; 2017; 2018), which is understood as formative intervention research that allows the intentional transformation of the context. The data were produced and collected through video recording of the classes of a professional master's degree course in education: “Training of Trainers”, taught in the first semester of 2019, at PUC-SP. The classes were recovered using digital information and communication technologies. Data analysis was performed through multimodal analysis and interpretative categories: dramatic event (VYGOTSKY, 1934/1994; LIBERALI, 2016), perejivanie (VYGOTSKY, 1934/1994; LIBERALI, 2018), and experiential heritage (LIBERALI, 2019; MEGALE; LIBERALI, 2020). Thus, the research question: "How pedagogical practices organized from dramatic events in graduate classes contributed to the formation of trainers in a perspective of transformation?" was answered in a positive way. This was because the dramatic events were decisive for the engaged constitution of the course, thus allowing, based on the multiliteracies, that the multiple media, multiculturality, and multimodality worked from the reality lived, intertwining the experience of dramatic events with the experiential heritages so that the participants could sustain their lived and future experiences