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Andrea Machado de Almeida Mattoshttp://lattes.cnpq.br/7749222257907067Vanderlice dos Santos Andrade SólSimone Batista da Silvahttp://lattes.cnpq.br/1380486205162017Angelo Augusto Peixoto Coutinho2020-06-19T21:32:01Z2020-06-19T21:32:01Z2020-02-21http://hdl.handle.net/1843/33654A presente pesquisa investigou como três professoras de universidades públicas constroem suas identidades como formadoras de professores e como falantes de inglês. Objetivou-se compreender como os caminhos trilhados pelas participantes influenciam suas práticas atuais. Especificamente, através deste trabalho, foram gerados relatos profissionais sobre a formação das formadoras e sobre a relação delas com o idioma que ensinam. Além disso, as participantes também tiveram a oportunidade de comentar sobre suas vitórias e derrotas ao longo de suas carreiras e como o fato de não serem nativas de inglês afeta a autoimagem e as expectativas tanto delas mesmas quanto de seus alunos. A metodologia utilizada, de cunho qualitativo, teve como método a pesquisa narrativa por meio de entrevistas semiestruturadas que originaram as narrativas analisadas. Os resultados apontam para o fato de que existem múltiplas fontes que constroem as identidades das participantes, tendo relação com suas experiências em institutos de idiomas, influência de ex-professores e sua relação com o inglês. Primeiramente, a análise indica que as participantes parecem ter se interessado pelo ensino de idiomas por influência de ex-professores e pela observação da prática desses. O segundo ponto observado foi que, na visão das participantes, o ser formador é um ser que muda e transforma seus alunos em um contexto de intensa interação com eles, porém, dadas as dificuldades e fragmentações curriculares e institucionais, muitos professores não se veem como formadores. O terceiro dado analisado nos leva a crer que as participantes possivelmente associam suas experiências nas escolas a algo um tanto frustrante e que a resistência dos alunos aos conceitos ensinados torna a sala de aula mais desafiadora. No entanto, a mudança e a transformação observadas nos alunos pode ser vista como uma grande vitória para elas. Quando se trata da relação das participantes e de seus alunos com o inglês, observou-se que provavelmente para elas não ser nativa do idioma não lhes causa nenhuma insegurança. Ademais o professor de inglês deveria, na opinião delas, desmistificar a visão do nativo como falante ideal. No caso dos alunos, porém, as participantes ainda observam desaculturação, hipervalorizarão das culturas dos países de língua inglesa e uma certa insegurança. Por fim, no tocante ao momento do ensino de inglês no Brasil, as participantes que se mostraram otimistas tendem a ver, no futuro, uma maior presença das abordagens críticas e decoloniais em sala de aula o que parece lhes dá esperança mesmo que as mudanças sejam pequenas. Do lado negativo do ensino de idiomas no Brasil está a possível entrega ao capital estrangeiro e a possível anulação dos esforços decoloniais.The present research investigated how three professors from public universities build their identities as teacher educators and as English speakers. This study aimed at understanding how the paths taken by teacher educators may influence their current practices. Specifically, through this research, professional testimonials were generated regarding the teacher educator’s education and their relationship with the language they teach. In addition, the participants also had the opportunity to comment on their victories and defeats throughout their careers and how the fact that they are non-native English speakers affects their self-image and the expectations of both themselves and their students. The qualitative methodology involved narrative research through semi-structured interviews that originated the analyzed narratives. The results point to the fact that there are multiple sources that construct the participants' identities, and these sources relate to their experiences in language institutes, influence of former teachers and their relationship with English. First, the analysis indicates that participants seem to have been interested in language teaching because of the influence of former teachers and by observing their practice. The second point which could be observed is that, in the participants' view, teacher educators change and transform their students in a context of intense interaction with them, but given the curricular and institutional difficulties and fragmentations, many professors do not see themselves as teacher educators. The third data analyzed leads us to believe that participants possibly associate their school experiences to a somewhat frustrating thing and that students' resistance to the concepts taught makes the classroom more challenging. However, the change and transformation observed in students may be seen as a great victory for them. When it comes to the relationship of the participants and their students with English, it has been observed that probably, for them, not being native speakers do not cause them any insecurity. Actually, any English teacher should, in their opinion, demystify this view of the native speaker as the ideal speaker. In the case of students, however, the participants still observe deculturation, the overvaluation of the cultures of English-speaking countries and a certain insecurity. Finally, with regard to the future of English teaching in Brazil, participants who are optimistic tend to see, in the future, a greater presence of critical and decolonial approaches in the classroom which seems to give them hope even if the changes are small. On the negative side of language teaching in Brazil, we see the possible surrender to foreign capital and the possible annulment of decolonial efforts.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorporUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Estudos LinguísticosUFMGBrasilFALE - FACULDADE DE LETRASLíngua inglesa – Métodos de ensinoProfessores de inglês – FormaçãoFormação profissionalIdentidadeNarrativaEnsino de idiomasProfessor não-nativoNarrativas de formadoras de professores de inglêsEnglish teacher educator's narrativesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINAL9 Dissertação formato final.pdf9 Dissertação formato final.pdfapplication/pdf3805218https://repositorio.ufmg.br/bitstream/1843/33654/1/9%20Disserta%c3%a7%c3%a3o%20formato%20final.pdf141450f612039cf9fba4cb0bcdc2868bMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-82119https://repositorio.ufmg.br/bitstream/1843/33654/2/license.txt34badce4be7e31e3adb4575ae96af679MD521843/336542020-06-19 18:32:01.462oai:repositorio.ufmg.br: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Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2020-06-19T21:32:01Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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