Narratives and portraits of professors in a Spanish licentiate course in a federal institution

• Autor(a) principal: Silva Júnior, Antonio Ferreira da
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Linguagem em Foco (Online)
• Texto Completo: https://revistas.uece.br/index.php/linguagememfoco/article/view/5179
• topic: Narrativas docentes; Professor formador; Língua espanhola; Teaching narratives; Teacher trainer; Spanish language; Narrativas docentes; Profesor formador; Lengua española

This study focuses on analyzing the narratives of teacher trainers in a Spanish Language Course from a Federal Institute of Education, Science and Technology. The first Letters Course in this institutional context is from 2006 and there are still little academic researches on the work profile and language conceptions assumed by teachers working in this context. From the theoretical perspective of Applied Linguistics and dialogue with authors in the educational field, this article uses narrative research (TELLES, 2002; ROMERO, 2010) as an epistemological mechanism and data instrument to understand the practices experienced and shared by teachers at a Federal Institute (IF).Through the composition of meanings (MELLO, 2004) for the documental material of four teachers’ narratives, this article intends to continue the studies carried out by Silva Júnior (2016) and Silva Júnior and Eres Fernández (2020) to understand the teacher’s work at a Federal Institute and also the teacher’s view of his/her pedagogical practice in a Spanish Language course. As forwarding, we found that narrative researches allow us to observe beliefs, profiles, and images and identify characteristics of the subjects. In our research, the listed teacher profiles are fundamental parts of the work developed in the pedagogical proposal of the analyzed Federal Institute.