Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-23T12:50:38Z No. of bitstreams: 1 Tiago Pereira Andrade.pdf: 11769566 bytes, checksum: c86d001a8ea120c9d6b32dcef23b24e6 (MD5) / Made available in DSpace on 2018-07-23T12:50:38Z (GMT). No. of bitstreams: 1 Tiago Pereira Andrade.pdf: 11769566 bytes, checksum: c86d001a8ea120c9d6b32dcef23b24e6 (MD5) Previous issue date: 2018-05-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / We observe a crisis of higher education in the contemporary world. The goal of this thesis is to investigate in literatures and statements about what we understand by education, learning, knowledge, and how we are dealing with the training of young people in an individualistic society, steeped in bureaucracy, digital and neoliberal. Some among the various challenges found in this crisis will be covered in this research: the overvaluation of reason and science to the detriment of other forms of learning in the world, such as the arts, the poetry, the feelings, the myths; the fragmentation of knowledge that contributes to the lack of a sense in education today; and also, the immediacy of information in a society conected in social networks by means of the gadgets (cell phones and laptops). All these challenges articulate in how knowledge is produced and question the contemporary role of the teacher, the student and all agents in the educational institutions. The results are obtained as an open system in a dialogue with images, poetry and ih the end with testimonials, in a transdisciplinary way / Observamos uma crise da educação superior no mundo contemporâneo. O objetivo desta tese é investigar em literaturas e depoimentos o que entendemos por educação, aprendizagem, produção de conhecimento e como estamos lidando com a formação de jovens em uma sociedade individualista, imersa nas burocracias, digitalizada e neoliberal. Alguns desafios, dentre os diversos encontrados nessa crise, serão abordados nesta pesquisa: a supervalorização de um conceito de razão e da ciência em detrimento das outras formas de aprendizagem do mundo, como as artes, a poesia, os sentimentos, os mitos; a fragmentação dos saberes, que contribui para a falta de um sentido na educação dos dias de hoje; e também a instantaneidade das informações em uma sociedade conectada às redes sociais por meio dos gadgets (telefones celulares e computadores portáteis). Todos esses desafios se articulam na forma como o conhecimento é produzido e questionam o papel contemporâneo do professor, do estudante e de todos os agentes nas instituições de ensino. Os resultados são obtidos como um sistema aberto de conhecimento, dialogando com imagens, poesias e, ao final, com depoimentos, de uma forma transdisciplinar

Several recent studies (e.g., Benson and Chik, 2010; Sockett, 2014) suggest that as a result of changes in technology and the concomitant emergence of a globalized culture, highly effective out-of-class, informal English acquisition is becoming more common. The present study compared high-level, well-motivated Central Brazilian classroom-trained learners (CTLs) with fully autonomous self-instructed learners (FASILs) of similar backgrounds. Using linguistic tests, a questionnaire and a structured interview, the study analysed group differences as well as individual differences in language proficiency, learner histories, behaviour, beliefs, and attitudes. The key research question asked whether there existed, in more than rare circumstances, FASILs who attained levels of proficiency at least as high as highly-motivated, well-trained CTLs? Furthermore, if the knowledge and skills of FASILs were, in some respects, superior to those of CTLs, what variables accounted for the advantage? FASILs significantly outperformed CTLs across a battery of linguistic tests measuring a range of knowledge and skills. Test results indicated that while CTLs tended to plateau at upper intermediate levels, FASILs generally improved through advanced levels, often achieving native-like levels of knowledge and use. The strongest contributing factor to proficiency was found to be self-determined motivation driven by a personalized relationship with English often marked by a transnational identity. The evidence suggests this type of motivation, significantly more associated with FASILs than CTLs, led users to engage deeply with the linguistic details of informal sources. The findings challenge dominant paradigms in several fields of SLA which prioritize expert regulation over independent discovery and controlled, collaborative environments over real-world contexts of use entered into for personal reasons. A hoped for consequence of this study is that SLA research and teaching practice will begin to recognize and promote rather than regulate or dismiss the unique learning arcs that more and more English learners experience in their everyday lives.