Between planned and fulfilled work: settings of the acting of teacher of an English teacher for children in the supervised practicum
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Data de Publicação: | 2019 |
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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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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 |
_version_ |
1799315389503504384 |