Between planned and fulfilled work: settings of the acting of teacher of an English teacher for children in the supervised practicum

Detalhes bibliográficos
Autor(a) principal: Vieira, Emanuelle Cricia Oliveira da Silva
Data de Publicação: 2019
Outros Autores: Tonelli, Juliana Reichert Assunção
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/37116
Resumo: The objective of this article is to present an analysis of the role of an English language teacher in initial formation (ETIF), in the development of her "task of teaching" in the compulsory supervised stage developed by the State University of Londrina (UEL). For our analysis, we focused on PIFI's linguistic role during the interview about her planned and videotaped work on the development of his "lesson activity". For the analysis, We base ourselves theoretically and methodologically on the assumptions of sociodiscursive interactionism (BRONCKART, 2008, 2012). For the analysis of the linguistic action of PIFI we investigate the conditions of production of the texts and the pragmatic coherence (management of voices and modalizations), since these aspects can contribute to the apprehension of the language act. The results show that the practice of ETIF is permeated by institutional and didactic prescriptions, showing that it is sometimes based on theoretical perspectives with which it was counted during graduation. The analysis of this linguistic action enabled me to rethink new directions in the formation of the English language teacher for children (ELTC). 
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spelling Between planned and fulfilled work: settings of the acting of teacher of an English teacher for children in the supervised practicumEntre el trabajo planificado y el realizado: configuraciones de la actuación docente de una profesora de Inglés para niños en la práctica supervisadaEntre o trabalho planificado e o realizado: configurações do agir docente de uma professora de Inglês para crianças no estágio supervisionadoSociodiscursive interactionismActing of teacherInteraccionismo sociodiscursivoActuación docenteInteracionismo sociodiscursivoAgir docenteThe objective of this article is to present an analysis of the role of an English language teacher in initial formation (ETIF), in the development of her "task of teaching" in the compulsory supervised stage developed by the State University of Londrina (UEL). For our analysis, we focused on PIFI's linguistic role during the interview about her planned and videotaped work on the development of his "lesson activity". For the analysis, We base ourselves theoretically and methodologically on the assumptions of sociodiscursive interactionism (BRONCKART, 2008, 2012). For the analysis of the linguistic action of PIFI we investigate the conditions of production of the texts and the pragmatic coherence (management of voices and modalizations), since these aspects can contribute to the apprehension of the language act. The results show that the practice of ETIF is permeated by institutional and didactic prescriptions, showing that it is sometimes based on theoretical perspectives with which it was counted during graduation. The analysis of this linguistic action enabled me to rethink new directions in the formation of the English language teacher for children (ELTC). El objetivo de este artículo es presentar un análisis de la actuación de una profesora de lengua inglesa en formación inicial (PIFI), en el desarrollo de su "tarea de dar clases" en la práctica supervisada obligatoria desarrollada de la Universidad Estadual de Londrina (UEL). Para nuestros análisis, nos centramos en la actuación lingüística de la PIFI durante la entrevista sobre su trabajo planificado y grabado en vídeo del desarrollo de su "actividad de clase". Para el análisis, nos basamos teórica y metodológicamente en los presupuestos del interaccionismo sociodiscursivo (BRONCKART, 2008, 2012). Para el análisis del accionar lingüístico de la PIFI investigamos las condiciones de producción de los textos y la coherencia pragmática (gestión de las voces y de las modificaciones), ya que estos aspectos pueden contribuir a la incautación del diálogo lingüístico. Los resultados revelan que la práctica de la PIFI está impregnada de prescripciones de orden institucional y de la didáctica, al mostrar que se basa a veces en perspectivas teóricas con las que ha contado durante la graduación. El análisis de ese actuar lingüístico posibilitó repensar nuevos rumbos en la formación del profesor de lengua inglesa para niños (LIC).  O objetivo desse artigo é apresentar uma análise do agir de uma professora de língua inglesa em formação inicial (PIFI), no desenvolvimento de sua “tarefa de dar aula” no estágio supervisionado obrigatório desenvolvido da Universidade Estadual de Londrina (UEL). Para a análise, enfocamos o agir linguageiro da PIFI durante a entrevista sobre seu trabalho planificado e gravado em vídeo do desenvolvimento de sua “atividade aula”. Para a análise, fundamentamo-nos teórico e metodologicamente nos pressupostos do interacionismo sociodiscursivo (BRONCKART, 2008, 2012). Para a análise do agir linguageiro da PIFI investigamos as condições de produção dos textos e a coerência pragmática (gestão das vozes e de modalizações), visto que esses aspectos podem contribuir para a apreensão do agir linguageiro. Os resultados revelam que a prática da PIFI está permeada de prescrições de ordem institucional e da didática, ao mostrar que se baseia, por vezes, em perspectivas teóricas com as quais teve contado durante a graduação. A análise desse agir linguageiro possibilitou repensar novos rumos na formação do professor de língua inglesa para crianças (LIC). Universidade Estadual de Londrina2019-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/3711610.5433/1519-5392.2019v19n1p309Entretextos; v. 19 n. 1 (2019): Dossiê:“O agir educacional na perspectiva do Interacionismo Sociodiscursivo: dos objetos de ensino às atividades didáticas”; 309-3302764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/37116/25616Copyright (c) 2019 Entretextosinfo:eu-repo/semantics/openAccessVieira, Emanuelle Cricia Oliveira da SilvaTonelli, Juliana Reichert Assunção2021-02-06T11:29:24Zoai:ojs.pkp.sfu.ca:article/37116Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-02-06T11:29:24Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Between planned and fulfilled work: settings of the acting of teacher of an English teacher for children in the supervised practicum
Entre el trabajo planificado y el realizado: configuraciones de la actuación docente de una profesora de Inglés para niños en la práctica supervisada
Entre o trabalho planificado e o realizado: configurações do agir docente de uma professora de Inglês para crianças no estágio supervisionado
title Between planned and fulfilled work: settings of the acting of teacher of an English teacher for children in the supervised practicum
spellingShingle Between planned and fulfilled work: settings of the acting of teacher of an English teacher for children in the supervised practicum
Vieira, Emanuelle Cricia Oliveira da Silva
Sociodiscursive interactionism
Acting of teacher
Interaccionismo sociodiscursivo
Actuación docente
Interacionismo sociodiscursivo
Agir docente
title_short Between planned and fulfilled work: settings of the acting of teacher of an English teacher for children in the supervised practicum
title_full Between planned and fulfilled work: settings of the acting of teacher of an English teacher for children in the supervised practicum
title_fullStr Between planned and fulfilled work: settings of the acting of teacher of an English teacher for children in the supervised practicum
title_full_unstemmed Between planned and fulfilled work: settings of the acting of teacher of an English teacher for children in the supervised practicum
title_sort Between planned and fulfilled work: settings of the acting of teacher of an English teacher for children in the supervised practicum
author Vieira, Emanuelle Cricia Oliveira da Silva
author_facet Vieira, Emanuelle Cricia Oliveira da Silva
Tonelli, Juliana Reichert Assunção
author_role author
author2 Tonelli, Juliana Reichert Assunção
author2_role author
dc.contributor.author.fl_str_mv Vieira, Emanuelle Cricia Oliveira da Silva
Tonelli, Juliana Reichert Assunção
dc.subject.por.fl_str_mv Sociodiscursive interactionism
Acting of teacher
Interaccionismo sociodiscursivo
Actuación docente
Interacionismo sociodiscursivo
Agir docente
topic Sociodiscursive interactionism
Acting of teacher
Interaccionismo sociodiscursivo
Actuación docente
Interacionismo sociodiscursivo
Agir docente
description The objective of this article is to present an analysis of the role of an English language teacher in initial formation (ETIF), in the development of her "task of teaching" in the compulsory supervised stage developed by the State University of Londrina (UEL). For our analysis, we focused on PIFI's linguistic role during the interview about her planned and videotaped work on the development of his "lesson activity". For the analysis, We base ourselves theoretically and methodologically on the assumptions of sociodiscursive interactionism (BRONCKART, 2008, 2012). For the analysis of the linguistic action of PIFI we investigate the conditions of production of the texts and the pragmatic coherence (management of voices and modalizations), since these aspects can contribute to the apprehension of the language act. The results show that the practice of ETIF is permeated by institutional and didactic prescriptions, showing that it is sometimes based on theoretical perspectives with which it was counted during graduation. The analysis of this linguistic action enabled me to rethink new directions in the formation of the English language teacher for children (ELTC). 
publishDate 2019
dc.date.none.fl_str_mv 2019-07-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/37116
10.5433/1519-5392.2019v19n1p309
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/37116
identifier_str_mv 10.5433/1519-5392.2019v19n1p309
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/37116/25616
dc.rights.driver.fl_str_mv Copyright (c) 2019 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Entretextos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 19 n. 1 (2019): Dossiê:“O agir educacional na perspectiva do Interacionismo Sociodiscursivo: dos objetos de ensino às atividades didáticas”; 309-330
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br
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