REPRESENTAÇÕES SOCIAIS DE ALUNOS-PROFESSORES SOBRE LÍNGUA(S) E CULTURA(S) NO ESTÁGIO SUPERVISIONADO DE INGLÊS

• Autor(a) principal: LUVIZA, JOSSIANE CARLA BERNAR
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNICENTRO
• Texto Completo: http://tede.unicentro.br:8080/jspui/handle/jspui/835
• topic: Representações Sociais; Cultura(s); Língua(s); Social Representation; Culture(s); Language; CIENCIAS HUMANAS::EDUCACAO

Studies that focus teachers‟ professional formation have emphasized the role of Supervised Practice (SP) into graduation courses (PIMENTA, 2001; PIMENTA; LIMA, 2012). Specially, in the initial teachers education of language, such as for example (GIMENEZ, 2005; MATEUS et al., 2002; VIEIRA-ABRAHÃO, 2010; STUTZ, 2012; SILVA, 2012, MELO, 2011, 2012) demonstrate some challenges in SP the face of current demands, which ones the social and educational organization requires future language teachers a special concern about local situations (GIMENEZ et al., 2011) in the professional practice context. These studies also emphasize the necessity to develop research about teachers‟ apprenticeship as a complex cognitive activity that focuses the teachers thought and beliefs (VIEIRA-ABRAHÃO, 2010). In addition, the social and cultural realities in our current societies has gradually demonstrated that is necessary to discuss about English teachers professional formation, the relation between language and culture(s), and to know what teachers think about of this process mainly about a deterritorialized language (SIQUEIRA, 2008, 2010, 2011) where culture(s) are also considered deterritorialized (KRAMSCH, 2014). So, we focused on English student-teachers‟ thoughts (APLIs) (STUTZ, 2012) in the SP about the object of study and teaching in the practice area. The main purpose of this research was to analyze the English student-teachers‟ social representation (SR) about language (L), culture(s) (C), English language (EL), English culture (EC) and to identify the relation between these representations and the SP. We based our study about the SP in Pimenta (2001), Daniel (2009) and, about the SP concepts in (PIMENTA; LIMA, 2012), the stages that student-teachers had experienced when they learn about the profession(MATEUS et al, 2002; FURLONG; MAYNARD, 1995), the SP and the language teachers formation area (GIMENEZ, 2005; VIEIRA-ABRAHÃO, 2007, 2010), some conceptions about language discussed by Saussure (1972, 2002), Chomsky (1980), Bakhtin/Volóshinov (2004), Geraldi (1984, 2001) and Travaglia (1996). We described the main approaches in language teaching and their current methods focused in Castro (1998), Richards and Rodgers (2001) and Larsen-Freeman (2000), about culture(s) approaches we discussed Cuche (1999), Hall (2006), Bhabha (1998), Kramsch (1998, 2014), culture(s) and English language teaching (GIMENEZ, 2002; MOITA LOPES, 2000; RAJAGOPALAN, 2005, 2011; SIQUEIRA, 2008, 2010, 2011) and for the SR area we based on Moscovici (2009, 2012), Jodelet (1989) and Arruda (2002). We used two instruments to collect data: a semi structered questionnaire and a semi structered interview. The results were that student-teachers‟ social representations are organized in different areas of meaning. Their SRsuggest a relation with the memories in the context of English teaching and learning, the experiences with reading and scientific knowledge and the influence of media. These references in the development of student-teachers‟ social representation have helped us to analyze how future English teachers in the initial practice observe the subjects of their professional formation: language(s), culture(s) and pedagogical actions of English language teaching and learning in the Supervised Practice (SP).