Foreign language teachers: divided between wandering through a strange language and making use of someone else’s language
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Zetetiké (Online) |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646672 |
Resumo: | This paper aims at questioning the teacher-foreign language rapportin the educational scenario. We intend to discuss foreign language constructionas an object of knowledge, and how this construction may influence teachers’representations of the language they teach, as well as the process of teachingand learning this language. The presupposition is that the mother tongue, aswell as the foreign language, constitute, primarily, the means by which someonecan be inscribed in the symbolic universe as a subject of language(BENVENISTE, 1966, 1974; LACAN, 1998). Occupying a teacher’s positionimplies that a rapport with the object of knowledge has been at least minimallyestablished, so that someone can assume the role of a mediator between thosewho demand the knowledge and the object of this knowledge itself. It is atroublesome relationship, since the imaginary ideas about the foreign languagetaught by the teachers (and which often haven’t been grasped yet) clashes withthe contingence of the educational scene and with the rapport the teachersthemselves have toward that language. Therefore, we propose to discuss to whatextent the subject-language rapport influences the image teachers have ofthemselves and if/how they see themselves invested in this position. |
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Foreign language teachers: divided between wandering through a strange language and making use of someone else’s language O professor e a relação com a língua estrangeira: no entremeio da peregrinação e da apropriaçãoIdentityTeacher education Teaching a foreign languageIdentidadeFormação de professoresEnsino-aprendizagem de língua estrangeiraThis paper aims at questioning the teacher-foreign language rapportin the educational scenario. We intend to discuss foreign language constructionas an object of knowledge, and how this construction may influence teachers’representations of the language they teach, as well as the process of teachingand learning this language. The presupposition is that the mother tongue, aswell as the foreign language, constitute, primarily, the means by which someonecan be inscribed in the symbolic universe as a subject of language(BENVENISTE, 1966, 1974; LACAN, 1998). Occupying a teacher’s positionimplies that a rapport with the object of knowledge has been at least minimallyestablished, so that someone can assume the role of a mediator between thosewho demand the knowledge and the object of this knowledge itself. It is atroublesome relationship, since the imaginary ideas about the foreign languagetaught by the teachers (and which often haven’t been grasped yet) clashes withthe contingence of the educational scene and with the rapport the teachersthemselves have toward that language. Therefore, we propose to discuss to whatextent the subject-language rapport influences the image teachers have ofthemselves and if/how they see themselves invested in this position.Objetiva-se, neste trabalho, problematizar a relação professor-língua estrangeira no cenário educacional. Pretende-se discutir a construção da língua estrangeira como objeto de saber e como essa construção pode influenciar as representações que os professores têm sobre a língua que ensinam e sobre o que seja ensinar e aprender essa língua. O pressuposto é que uma língua, segundo Benveniste e Lacan, seja ela materna ou estrangeira, é, primordialmente, o meio pelo qual alguém pode inscrever-se como sujeito na linguagem. Ocupar a posição de professor implica que uma relação com o objeto de saber seja estabelecida de forma que, mesmo minimamente, seja possível se colocar como mediador entre aquele que demanda o saber e o próprio objeto desse saber. Trata-se de uma relação conflituosa, em que o imaginário sobre a língua estrangeira que os professores ensinam (e, frequentemente, ainda está por ser apr(e)endida) esbarra nas contingências da cena educacional e na relação que é vivenciada com essa língua estranha e/ou alheia. Propõe-se, portanto, pensar como a relação sujeito-língua incide na imagem que os professores fazem de si e como/se eles se veem investidos nessa posição.Universidade Estadual de Campinas2011-02-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTexto info:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864667210.20396/zet.v18i0.8646672Zetetike; Vol. 18 (2010): (n. esp.) Linguagem e práticas socioculturais: perspectivas para a Educação Matemática; 257-270Zetetike; Vol. 18 (2010): (n. esp.) Linguagem e práticas socioculturais: perspectivas para a Educação Matemática; 257-270Zetetike; v. 18 (2010): (n. esp.) Linguagem e práticas socioculturais: perspectivas para a Educação Matemática; 257-2702176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646672/13574Brazil; 2010Brasil; 2010Copyright (c) 2014 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessTavares, Carla Nunes Vieira2023-11-16T16:43:14Zoai:ojs.periodicos.sbu.unicamp.br:article/8646672Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-11-16T16:43:14Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Foreign language teachers: divided between wandering through a strange language and making use of someone else’s language O professor e a relação com a língua estrangeira: no entremeio da peregrinação e da apropriação |
title |
Foreign language teachers: divided between wandering through a strange language and making use of someone else’s language |
spellingShingle |
Foreign language teachers: divided between wandering through a strange language and making use of someone else’s language Tavares, Carla Nunes Vieira Identity Teacher education Teaching a foreign language Identidade Formação de professores Ensino-aprendizagem de língua estrangeira |
title_short |
Foreign language teachers: divided between wandering through a strange language and making use of someone else’s language |
title_full |
Foreign language teachers: divided between wandering through a strange language and making use of someone else’s language |
title_fullStr |
Foreign language teachers: divided between wandering through a strange language and making use of someone else’s language |
title_full_unstemmed |
Foreign language teachers: divided between wandering through a strange language and making use of someone else’s language |
title_sort |
Foreign language teachers: divided between wandering through a strange language and making use of someone else’s language |
author |
Tavares, Carla Nunes Vieira |
author_facet |
Tavares, Carla Nunes Vieira |
author_role |
author |
dc.contributor.author.fl_str_mv |
Tavares, Carla Nunes Vieira |
dc.subject.por.fl_str_mv |
Identity Teacher education Teaching a foreign language Identidade Formação de professores Ensino-aprendizagem de língua estrangeira |
topic |
Identity Teacher education Teaching a foreign language Identidade Formação de professores Ensino-aprendizagem de língua estrangeira |
description |
This paper aims at questioning the teacher-foreign language rapportin the educational scenario. We intend to discuss foreign language constructionas an object of knowledge, and how this construction may influence teachers’representations of the language they teach, as well as the process of teachingand learning this language. The presupposition is that the mother tongue, aswell as the foreign language, constitute, primarily, the means by which someonecan be inscribed in the symbolic universe as a subject of language(BENVENISTE, 1966, 1974; LACAN, 1998). Occupying a teacher’s positionimplies that a rapport with the object of knowledge has been at least minimallyestablished, so that someone can assume the role of a mediator between thosewho demand the knowledge and the object of this knowledge itself. It is atroublesome relationship, since the imaginary ideas about the foreign languagetaught by the teachers (and which often haven’t been grasped yet) clashes withthe contingence of the educational scene and with the rapport the teachersthemselves have toward that language. Therefore, we propose to discuss to whatextent the subject-language rapport influences the image teachers have ofthemselves and if/how they see themselves invested in this position. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-02-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646672 10.20396/zet.v18i0.8646672 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646672 |
identifier_str_mv |
10.20396/zet.v18i0.8646672 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646672/13574 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2014 Zetetiké: Revista de Educação Matemática https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2014 Zetetiké: Revista de Educação Matemática https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
Brazil; 2010 Brasil; 2010 |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
Zetetike; Vol. 18 (2010): (n. esp.) Linguagem e práticas socioculturais: perspectivas para a Educação Matemática; 257-270 Zetetike; Vol. 18 (2010): (n. esp.) Linguagem e práticas socioculturais: perspectivas para a Educação Matemática; 257-270 Zetetike; v. 18 (2010): (n. esp.) Linguagem e práticas socioculturais: perspectivas para a Educação Matemática; 257-270 2176-1744 reponame:Zetetiké (Online) instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
Zetetiké (Online) |
collection |
Zetetiké (Online) |
repository.name.fl_str_mv |
Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
zetetike@unicamp.br |
_version_ |
1798329590323609600 |