Construindo sentidos sobre o agir docente: o uso da instrução ao sósia na formação inicial do professor de língua inglesa

• Autor(a) principal: Pérez, Mariana
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/9689
• topic: Instrução ao Sósia; Formação Docente; Representações; Interacionismo Sociodiscursivo; Línguas Estrangeiras; Instruction to the Double; Teacher Education; Representations; Sociodiscursive Interactionism; Foreign Languages; Instruction au Sosie; Formation Enseignante; Représentations; Interactionisme Socio-discursif; Langues Étrangères; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This doctoral research is situated in the field of Applied Linguistics and aims at contributing to the discussions on teacher’s work and initial (English language) teacher education under the perspective of the Sociodiscursive Interactionism (BRONCKART, 1999, 2006, 2008). It addresses the relationship between language and work considering theoretical contributions from Work Sciences/Psychology and the Clinic of Activity. This qualitative investigation is oriented by principles of action research given the intervention implemented with student-teachers doing an undergraduate teacher education course at a public university in the state of Paraíba, Brazil. The intervention proposal involves the adaptation of the Instruction to the Double method (CLOT, 2007, 2008) to a teacher education context, aiming at investigating its use as a discourse practice that can foster the (re)construction of student-teachers’ representations on teacher’s work, contributing to their reflection and professional development. Our specific objectives are to identify the thematic contents that emerged in the interviews and written productions analyzed; to investigate the configuration of the student-teachers’ representations on the teachers’ work and to produce didactic activities using the texts generated through the Instruction to the Double. Our main thesis is that the written texts produced in this adaptation of the Instruction to the Double to a teacher education context indicate the appropriation process of different aspects of the métier and the (re)construction of the student-teachers’ representations on the educational activity. We carried out three (03) Instruction to the Double sessions, in which the researcher, four (04) undergraduate students – in their internship period - and three (03) English language teachers took part. Two (02) of these teachers were school teachers and the third one was one of the undergraduate students participating in this study who already had some practical experience as a teacher. The analysis of the twelve (12) texts written by the participants shows the reconfiguration of the student-teachers’ representations on the educational activity and the appropriation of different aspects related to the métier through the evaluation of the teachers’ work and the (re)positioning of the student-teachers - shifting from a student’s to a teacher’s perspective - by projecting themselves in the teacher’s role. With regard to the implementation of our proposal to teacher education courses, we present the activities we developed by using the texts generated in this study.