Análise de autoavaliações de licenciandos do PIBID-inglês

• Autor(a) principal: Melo, Aline Fernandes
• Data de Publicação: 2016
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFLA
• Texto Completo: http://repositorio.ufla.br/jspui/handle/1/11471
• topic: Professores - Avaliação; Professores - Formação; Linguística Aplicada; Linguística Sistêmico-Funcional; Teachers - In-service training; Teachers - Rating of; Applied Linguistics; Systemic Functional Linguistics; Planejamento e Avaliação Educacional

In this study the main objective is to investigate how pre-service teachers in initial education understand their own experience, academic and professional development within an educational program created by the government, called Institutional Scholarship Program for teaching initiation – Pibid. In addition, it sought to reflect on identity transformations of teachers in initial education. For this study, the corpus of analysis consists of self-assessment made by undergraduates from Languages course of a public university in Minas Gerais state - Pibid-English subproject participants. In these written productions, teachers in initial education evaluate their relation with Pibid and Pibid relation at school. Data analysis is based on concepts about Applied Linguistics; Teacher education and Evaluation; Critical reflection and Identity. These issues contribute to better understanding of the teacher's future identity. The corpus is further analyzed with the support of Systemic Functional Grammar focused on Appraisal System to understand the meanings constructed in language and endorse the interpretations. This work is a case study of a basic nature with exploratory and descriptive purposes, a qualitative approach and documentary procedure. The data for analysis were provided by Pibid-English Project Coordination. The results of this research indicate that Pibid provides conditions for the resignification of teaching identity. This work can also be read as support material for critical reflection of the texts of self-evaluative nature.