A produção coletiva de um material pedagógico para a prática do ensino de inglês

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This study focuses on English language teacher educators? work activity and aims at analyzing the learning and development potential generated by the collective production of pedagogic materials for English Teaching Practice, at undergraduate level, by five teacher educators. The theoretical frameworks of Activity Theory (ENGESTRÖM, 1987) and Critical Discourse Analysis (FAIRCLOUGH, 1992) were brought together as foundations for the study. Two interraletad activity systems were analyzed: 1) the activity system of English language teacher education in an undergratuate course was depicted with a focus on its contradictions in order to explain the emergence of 2) the activity system of pedagogic material production. The data was first organized around the elements subject, object, artifacts, rules, community, and division of labour that form the structure of an activity system and then explored according to the three-dimensional conception of discourse. Results indicate that the new activity embodies learning as its participants create new rules and a new division of labour, recontextualize instruments from the central activity system and collectively appropriate new ways of carrying out their practice. The new activity responded to and worked out contradictions of the interrelated activity system, such as the dissociation between teaching English and teaching the pedagogic component, or between reflective teacher education versus mediating artifacts. Besides, it generated new contradictions, such as the dual nature of the object of activity ? its use value (learning and development) versus its exchange value (producing a commercial pedagogic material); subjects? identities as experts versus as apprentices; practice versus theory; collective authorship versus individual affiliation to discourse communities; use of the Portuguese language versus use of the English language to mediate teaching practice supervision. The most visible evidence of development in the teacher education activity system was the introduction of the pedagogic material in the local community of practice. The new artifact worked as a boundary crossing object not only among its producers but also between this group and other teacher educators from the central activity system. This re-mediation allowed for sharing of practices and points of view, expressing agreement and disagreement, and for solving contradictions. A cultural artifact revealing discourses, conceptions and practices legitimized by the teacher educators became visible and thus was potentially turned into a bridge to cross the boundaries between the local activity system and other English language teacher education contexts and also between that system and the school system. The collective production of a pedagogic resource merges properties of both instrument producing activity and subject producing activity as it promotes the creation of a new artifact for teacher educators? practical work activity and learning for its participants.

ASSUNTO(S)

professores - formação formação de professores - língua inglesa prática de ensino aprendizagem. english language - teacher training practice teaching.

ACESSO AO ARTIGO

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