Problematizando concepções praxiológicas de professores de inglês em formação universitária

• Autor(a) principal: Lopes, Carlos Eduardo Alves
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000f5zh
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9600
• topic: Concepções praxiológicas; Problematização; Prática crítica; Linguagem; Praxiological conceptions; Problematization; Critical practice teaching; Language; EDUCACAO::ENSINO-APRENDIZAGEM

The present study is aligned with a field that investigates the teacher’s training .foreign language teacher education, in this case, specifically, English. In this sense, I propose to investigate and problematize praxiological conceptions conceptions constructed by student-teachers majoring in English at the university. The conceptions investigated and problematized are related to what these professionals understand by a) reflective and critical teaching practice and b) language. In this paper, I shall analyze the concepts of the participants of this research in the light of discussions made by Pennycook (1990, 2001, 2004), Moita Lopes (2006), Fabrício (2006), Urzêda-Freitas 2016), Pessoa and Urzêda-Freitas (2017) and others who defend a problematizing practice, engaged in social inequalities, and that operate with a conception of language as a social practice. By taking these aims into account, I investigated and problematized the praxiological conceptions built by four students of the English-language course, linked to the Federal University of Goiás - Jatai, enrolled in their final year of practicum. This thesis which which adopts the qualitative research approach, took on the case study principles not only because the research context is very limited, but also because it believes in the social commitment that prioritizes listening to the participants’ viewpoints. For the generation of empirical material, the following instruments were used: questionnaire, autobiography and a semi-structured interview. The data of the study seems to reveal to a large extent, a conception of practice that limits the teacher's practice to the classroom, in a rather technical bias. Regarding the participants’ understanding of language, Most of the data indicate conceptions that do not dialogue with what is defended by theoretical-practical precepts defended by Critcal Applied Linguistics, that is, language as a social practice. By bearing these findings in mind, at the end of the study, I try to point out how this foreign language education programme the participants take part in has been responsible for the construction of their praxiological conceptions throughout this research. In addition, I propose a more engaging foreign language teaching education with critical perspectives on language teaching as a feasible alternative for the problematization and rupture with technical and structural conceptions.