Representações e construção da identidade do professor de inglês

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This study aims at investigating the representations of four teachers of English from a language institute in the outskirts of São Paulo towards the English language, as well as the implications of those representations to the construction of their professional identities. The theoretical framework of this research is based on the identity concept (Moita Lopes, 2002; Rajagopalan, 1998; Signorini, 2002; among others), the representation concept (Moscovici, 2000; Freire e Lessa, 2003; Celani e Magalhães, 2002), the discussion about the native speaker (Braine, 1999; Phillipson, 1992; Widdowson, 1994; Kramsh, 1997; Rajagopalan, 2005) and the role of teacher in the major teaching and learning theories (Bruner, 1996/ 2001; Mizukami, 1986; Williams e Burden, 1997; Vygotsky 1934/ 2003; Milhollan e Forisha, 1978). The data were analyzed according to the concept of thematic content proposed by Bronckart (2003) based on the lexical choices made by the participants in order to answer the following research questions: Whats the representation of the teachers in relation to the English language? Whats the representation of the teachers about themselves as English language speakers? How do these representations influence the constructing of their identities? Results indicate how the analyzed representations contribute to the construction of the identities of the participants as speakers of English

ASSUNTO(S)

representação identidade native speaker representation identidade (psicologia) falante nativo identity representacao social linguistica aplicada professores de ingles

ACESSO AO ARTIGO

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