CONSTITUIÇÃO IDENTITÁRIA DE UM ALUNO TRANSGÊNERO ADOLESCENTE EM UM CURSO DE INGLÊS
DOI:
https://doi.org/10.29327/269116.2.2-6Keywords:
Desenvolvimento de agência, Teoria da Atividade Sócio-Histórico Cultural (TASHC), Estudos transgêneros, Formação de professores.Abstract
This article analyses the identity formation and agency development focusing on the behaviour of a fourteen-year-old transgender student in an English course. First of all, we will discuss what agency entails, interweaving it with the Cultural-Historic Activity Theory (CHAT), which places emphasis on the fact that human learning is viable through the relationships and interactions among subjects in contexts mediated by language, based on the studies of Vygotsky (1930), Leontiev (1977) and Engeström (2011). Next, we will highlight the importance of Activity Theory as proposed by Engeström (1987), which emphasises the collaborative nature of human activity and its central role in order for us to understand organisational changes. The data analysis will focus on a reflective conversation between the transgender student and the teacher (who is also the researcher), which took place at the end of that term, as well as on the relationships created in the lessons taught.
References
BONNEAU, C. Contradictions and their concrete manifestations: an activity-theoretical analysis of the intra-organizational co-configuration of open source software. Full paper for the 29th EGOS Colloquium, July 4–6, 2013.
EDWARDS, A. Relational Agency in professional Practice: A CHAT Analysis. An International Journal of Human Activity Theory. No. 1, p.1-17, 2007.
ENGESTRÖM, Y. Activity theory and expansive design. Theories and practice of interaction design, p. 3-23, 2006.
ENGESTRÖM, Y.; & SANINO, A. Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review (2010), doi 10.1016/j.edurev.2009.12.002
GIDDENS, A. Central problems in social theory: action, structure and contradiction. Berkeley: University of California Press, 1979.
IGNACIO, Alba Valeria Alves. Repensando sentidos e significados de gramática e de ensino-aprendizagem de gramática em um grupo de estudos na universidade. 2015. 209 f. Tese (Doutorado em Linguística Aplicada) - PUC-SP.
LEONTIEV, A. N. Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice Hall, 1977.
NININ, M.O.G. Da Pergunta Como Ato Monológico Avaliativo à Pergunta Como Espaço Para Expansivo Dialógica. São Carlos: Pedro & João Editores, 2013.183p.
NININ, M.O.G.; MAGALHÃES, M.C. A Linguagem da Colaboração Crítica No Desenvolvimento da Agência de Professores de Ensino Médio Em Serviço. Alfa, São Paulo, v.61, n.3, p.625-652, 2017
STETSENKO, A. From relational ontology to transformative activist stance on development and learning: expanding Vygotsky´s (CHAT) project. Springer Science+Business Media B.V. 2008
VYGOTSKY, L.S. (1930) A Formação Social da Mente. São Paulo: Martins Fontes, 1998.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Revista Geadel
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Os autores concedem à revista todos os direitos autorais referentes aos trabalhos publicados. Os conceitos emitidos em artigos assinados são de absoluta e exclusiva responsabilidade de seus autores.
