PIBID in Paraná: beliefs about teaching/learning English and teacher education

• Autor(a) principal: Jamoussi, Thaisa de Andrade
• Data de Publicação: 2017
• Outros Autores: Divardin, Gisele Werneck
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/28950
• topic: PIBID; English; Teaching/learning; Teacher education; Beliefs and metaphors.; PIBID; Inglés; Enseñanza/aprendizaje de inglés; Formación de profesores; Creencias y metáforas; PIBID; Inglês; Ensino/aprendizagem de inglês; Formação de professores; Crenças e Metáforas.

This article presents the beliefs, expressed or not by linguistic conventional metaphors, about the processes of teaching/learning English and initial and continuing education of English teachers involved in the subprojects of the Institutional Program of Scholarship for Initiation in Teaching (PIBID, in the Portuguese acronym) and accommodate them in the conceptual metaphors revealed in the study by Audi et al (2013). The data included abstracts and expanded abstracts published by English subprojects from six state universities and the federal university in Paraná in 2015 and 2016. The data was selected from the annals of the following academic events: 1? PIBIDSUL / PARFORSUL / ENLICSUL, V SEMINÁRIO NACIONAL DO PIBID and VI CLAFPL. The theoretical framework that guided the data analysis were the studies about beliefs by Barcelos (2004, 2007), studies about metaphors by Lakoff and Johnson (1980) and the study by Audi et al (2013). The analysis confirmed the metaphors revealed by Audi et al (2013) and pointed out two more beliefs expressed by the metaphors TEXTUAL GENRES ARE THE REALITY and PLAYING IS LEARNING. Studies like this are important as they demonstrate how beliefs influence the processes of teaching/learning English an English teacher education. Another contribution is the mapping of studies about the English PIBID subprojects that in the last years has contributed to initial and continuing teacher education.