Ser professor (brasileiro) de lingua inglesa : um estudo dos processos identitarios nas praticas de ensino

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

The aim ofthis study was to analyse and comprehend the identity processes experienced by the subject in English teacher education programs in Brazilian universities. Six Brazilian undergraduate institutions for Foreign Language (FL) teachers in the eastem States of Minas Gerais and São Paulo were investigated. We worked within a transdisciplinary approach that includes questions and concepts from applied linguistics and discourse analysis. ln this perspective, the subject and the senses are socio-historically and ideologically constituted in concurrent processes. This study focused the representations of Portuguese language; English language; Brazilian people/culture; Anglo-Saxon peoplelculture; English language teaching; English teaching; English (pre-service) teacher, and English teacher training, built by discursive resonances , that is, expressive recurrences, which allow us to infer discursive formations (DF), understood as enunciative regularities within a field ofknowledge. We gathered the corpus with teachers and student-teachers in these institutions, by video and audiotaping some lessons, administering questionnaires to some student-teachers, and by exchanging personal diaries with some of them. ln the analysis, interpretation gestures of what might be an English teacher, English teaching and training, were constituted by the resonance of refusing, comparative and cientific-like enuciating modes concurring to two main DF s which we denominated Lacking DF and Excellence DF. The analysis of the production of discourse in these teacher training contexts showed that the eastem Brazilian constitution of subjects is marked by the lack in relation to the british and/or north-american ones who are marked by the wholeness - a comparative process based on homogeneous representations of Nation, people and language,denied in their plurality and heterogeneous condition. The most important representation to the English teacher identity constitution was, according to us, the English native-speaker one, whose idealized relation with the target-language points to no conflicts or contradictions within it. Lacking DF presented this way a modulating form denominated Partial Lacking DF, that is, the Brazilian English leamer represented as the one who is in the process of reaching the native-speaker place. ln that search of reaching the native place, Certificates taken from English lnstitutes or specific organizations seemed to be the garantee of reaching that place, senses that we denominated Legitimating DF, an Excellence DF modulating form. ... Note: The complete abstract is available with the full electronic digital thesis or dissertations

ASSUNTO(S)

identidade lingua inglesa - estudo e ensino analise do discurso linguistica aplicada formação de professores

ACESSO AO ARTIGO

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