Professional identity and the teaching practice of mother tongue teacher

Detalhes bibliográficos
Autor(a) principal: Bessa, José Cezinaldo Rocha
Data de Publicação: 2019
Outros Autores: Silva, Franciclébia Nicolau da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Revista
Texto Completo: https://seer.ufu.br/index.php/emrevista/article/view/50982
Resumo: The more work that comes out proposing to point out and explore the contributions of Bakhtin's thought, especially those related to mother tongue teaching in Brazil, the more we visualize the need for research and the undertaking of renewed discussions. Thus, in order to deepen our understanding of the time-space events of the teacher-student relationship in the classroom, we are inclined to listen to the voice of the teacher’s self, aiming to investigate how she constructs her professorial identity and her teaching practice. In order to do so, we asked the participant teacher to elaborate a teaching case, which corresponds to a kind of reflective narrative about what is lived in the classroom. The perspective that underlies this paper corresponds to the dialogue built between the voices of the Bakhtin Circle and other scholars who discuss mother tongue teaching.
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spelling Professional identity and the teaching practice of mother tongue teacherIdentidade profissional e agir docente do professor de língua maternaContribuições bakhtinianasPostura dialógicaProfessor-alunoCaso de ensinoBakhtinian contributionsDialogical stanceTeacher StudentTeaching caseThe more work that comes out proposing to point out and explore the contributions of Bakhtin's thought, especially those related to mother tongue teaching in Brazil, the more we visualize the need for research and the undertaking of renewed discussions. Thus, in order to deepen our understanding of the time-space events of the teacher-student relationship in the classroom, we are inclined to listen to the voice of the teacher’s self, aiming to investigate how she constructs her professorial identity and her teaching practice. In order to do so, we asked the participant teacher to elaborate a teaching case, which corresponds to a kind of reflective narrative about what is lived in the classroom. The perspective that underlies this paper corresponds to the dialogue built between the voices of the Bakhtin Circle and other scholars who discuss mother tongue teaching.Quanto mais trabalhos surgem com a proposta de apontar e explorar as contribuições do pensamento bakhtiniano, sobretudo aquelas relacionadas ao ensino de língua materna no Brasil, mais visualizamos a necessidade de pesquisas e do empreendimento de renovadas discussões. Assim, visando aprofundar a compreensão sobre os eventos que se dão no tempo-espaço da relação entre professor e aluno em sala de aula, inclinamo-nos a escutar a voz do eu-professor, objetivando investigar como ele constrói sua identidade professoral e seu agir docente. Para tanto, solicitamos ao professor participante que elaborasse um caso de ensino, este correspondente a um tipo de narrativa reflexiva sobre o vivido em sala de aula. A perspectiva que fundamenta este trabalho corresponde ao diálogo construído entre as vozes do Círculo de Bakhtin e de outros estudiosos que discutem sobre o ensino de língua materna.Universidade Federal de Uberlândia2019-10-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/5098210.14393/ER-v26n3a2019-5Ensino em Re-Vista; 2019: v. 26, n. 3 (set./dez. 2019); 725-744Ensino em Re-Vista; 2019: v. 26, n. 3 (set./dez. 2019); 725-744Ensino em Re-Vista; 2019: v. 26, n. 3 (set./dez. 2019); 725-7441983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/emrevista/article/view/50982/27097Bessa, José Cezinaldo Rocha Silva, Franciclébia Nicolau da info:eu-repo/semantics/openAccess2019-10-30T17:31:17Zoai:ojs.www.seer.ufu.br:article/50982Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2019-10-30T17:31:17Ensino em Revista - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Professional identity and the teaching practice of mother tongue teacher
Identidade profissional e agir docente do professor de língua materna
title Professional identity and the teaching practice of mother tongue teacher
spellingShingle Professional identity and the teaching practice of mother tongue teacher
Bessa, José Cezinaldo Rocha
Contribuições bakhtinianas
Postura dialógica
Professor-aluno
Caso de ensino
Bakhtinian contributions
Dialogical stance
Teacher Student
Teaching case
title_short Professional identity and the teaching practice of mother tongue teacher
title_full Professional identity and the teaching practice of mother tongue teacher
title_fullStr Professional identity and the teaching practice of mother tongue teacher
title_full_unstemmed Professional identity and the teaching practice of mother tongue teacher
title_sort Professional identity and the teaching practice of mother tongue teacher
author Bessa, José Cezinaldo Rocha
author_facet Bessa, José Cezinaldo Rocha
Silva, Franciclébia Nicolau da
author_role author
author2 Silva, Franciclébia Nicolau da
author2_role author
dc.contributor.author.fl_str_mv Bessa, José Cezinaldo Rocha
Silva, Franciclébia Nicolau da
dc.subject.por.fl_str_mv Contribuições bakhtinianas
Postura dialógica
Professor-aluno
Caso de ensino
Bakhtinian contributions
Dialogical stance
Teacher Student
Teaching case
topic Contribuições bakhtinianas
Postura dialógica
Professor-aluno
Caso de ensino
Bakhtinian contributions
Dialogical stance
Teacher Student
Teaching case
description The more work that comes out proposing to point out and explore the contributions of Bakhtin's thought, especially those related to mother tongue teaching in Brazil, the more we visualize the need for research and the undertaking of renewed discussions. Thus, in order to deepen our understanding of the time-space events of the teacher-student relationship in the classroom, we are inclined to listen to the voice of the teacher’s self, aiming to investigate how she constructs her professorial identity and her teaching practice. In order to do so, we asked the participant teacher to elaborate a teaching case, which corresponds to a kind of reflective narrative about what is lived in the classroom. The perspective that underlies this paper corresponds to the dialogue built between the voices of the Bakhtin Circle and other scholars who discuss mother tongue teaching.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/50982
10.14393/ER-v26n3a2019-5
url https://seer.ufu.br/index.php/emrevista/article/view/50982
identifier_str_mv 10.14393/ER-v26n3a2019-5
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/emrevista/article/view/50982/27097
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Ensino em Re-Vista; 2019: v. 26, n. 3 (set./dez. 2019); 725-744
Ensino em Re-Vista; 2019: v. 26, n. 3 (set./dez. 2019); 725-744
Ensino em Re-Vista; 2019: v. 26, n. 3 (set./dez. 2019); 725-744
1983-1730
0104-3757
reponame:Ensino em Revista
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Ensino em Revista
collection Ensino em Revista
repository.name.fl_str_mv Ensino em Revista - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv ||ensinoemrevista@gmail.com
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