O papel da supervisora de área na coformação por meio do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) - Língua Inglesa
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Data
2016-08-17
Autores
Justina, Olandina Della [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo discute sobre o papel da professora de Educação Básica que participa como Supervisora de Área na coformação inicial do professor de língua inglesa (LI) e faz parte do Programa Institucional de Bolsa de Iniciação à Docência (PIBID), mais especificamente como se configura o processo de mediação entre a Professora Supervisora de Área (PSA) e três alunas-professoras do PIBID-LI (APLIs) e o papel de PSA no desenvolvimento da competência didático-pragmática. Como apoio teórico, as discussões percorrem a formação inicial de professores de línguas estrangeiras (MATEUS et all, 2011; MATEUS, 2013; COX e ASSIS-PETERSON, 2007b; VIEIRA-ABRAHÃO, 2007; ASSIS-PETERSON, 2008; SANTOS e BENEDETTI, 2009, entre outros), perpassa algumas competências discutidas por linguistas aplicados (ALMEIDA FILHO, 1993, 1999, 2003, 2012, 2014; CONSOLO, 2004, 2007; VIEIRA-ABRAHÃO, 2007; BORGES, 2010; SANTOS, 2011), e recorre aos conceitos da teoria sociocultural (WERTSCH, 1993; LANTOLF E APPEL (1994); VIGOTSKI, 1999, 2007; LANTOLF, 2006; LANTOLF e THORNE, 2006; JOHNSON, 2009) para discutir os dados. O percurso da pesquisa ancorou-se aos moldes da pesquisa qualitativa de base etnográfica e, para a coleta de dados, foram usados instrumentos como observação participante da pesquisadora, entrevistas qualitativas, gravações de sessão de discussão sobre projetos de ensino-aprendizagem, diários reflexivos das APLIs e conteúdos de Trabalhos de Conclusão de Curso (TCC) de APLIs. As participantes da pesquisa são uma professora supervisora de área e três alunas-professoras as quais permaneceram um tempo maior junto ao programa. Os dados são analisados à luz do interpretativismo, mediante cruzamento dos dados. Os participantes da pesquisa (uma supervisora e três APLIs) são integrantes do subprojeto PIBID-LI. Os resultados do estudo discutem a interação entre duas instituições de ensino (Ensino Superior e Educação Básica) e centraliza a atenção na mediação protagonizada pela PSA e quais nos papéis assumidos por PSA que influenciaram o desenvolvimento da competência didático-pragmática das APLIs.
This research discusses the role of a teacher of Elementary School who takes part as Area Supervisor in an English teacher education program which is part of the Institutional Program of Initiation Grant to Teaching (PIBID), a Brazilian government teacher training program, specifically how the mediation process between the Area Supervisor Teacher of Elementary School and student-teachers happens and also what is her role in the development of pedagogical and pragmatic competence. As theoretical support, discussions run through the initial training of foreign language teachers (MATEUS et all, 2011; MATEUS, 2013; COX and ASSIS-PETERSON, 2007b; VIEIRA-ABRAHÃO, 2007; ASSISPETERSON, 2008; SANTOS and BENEDETTI, 2009, among others), pervades some discussion of competences by Applied Linguistics researchers (ALMEIDA FILHO, 1993, 1999, 2003, 2012, 2014; CONSOLO, 2004, 2007; VIEIRA-ABRAHÃO, 2007; BORGES, 2010; SANTOS, 2011) and apply the concepts of sociocultural theory (WERTSCH, 1993; LANTOLF and APPEL (1994); Vygotsky, 1999, 2007; LANTOLF, 2006; LANTOLF and Thorne, 2006; Johnson, 2009). The research methodology used the qualitative approach under the ethnographic research base and to collect data, were used instruments such as participant observation, qualitative interviews, discussion session recordings on teachinglearning projects, reflective diaries and subjects from monographs written by these studentsteachers. The research participants, that are one Teacher Supervisor and three studentteachers, were members of the PIBID-English Language Subproject. The data were analyzed in the light of interpretative approach and relied on the data triangulation procedure. The results discuss the interaction between Elementary School and university and emphasize the mediation process that is conducted by the Area Supervisor Teacher and also considers the roles she played and which influenced the development of teaching-pragmatic competence along the activities developed during the program.
This research discusses the role of a teacher of Elementary School who takes part as Area Supervisor in an English teacher education program which is part of the Institutional Program of Initiation Grant to Teaching (PIBID), a Brazilian government teacher training program, specifically how the mediation process between the Area Supervisor Teacher of Elementary School and student-teachers happens and also what is her role in the development of pedagogical and pragmatic competence. As theoretical support, discussions run through the initial training of foreign language teachers (MATEUS et all, 2011; MATEUS, 2013; COX and ASSIS-PETERSON, 2007b; VIEIRA-ABRAHÃO, 2007; ASSISPETERSON, 2008; SANTOS and BENEDETTI, 2009, among others), pervades some discussion of competences by Applied Linguistics researchers (ALMEIDA FILHO, 1993, 1999, 2003, 2012, 2014; CONSOLO, 2004, 2007; VIEIRA-ABRAHÃO, 2007; BORGES, 2010; SANTOS, 2011) and apply the concepts of sociocultural theory (WERTSCH, 1993; LANTOLF and APPEL (1994); Vygotsky, 1999, 2007; LANTOLF, 2006; LANTOLF and Thorne, 2006; Johnson, 2009). The research methodology used the qualitative approach under the ethnographic research base and to collect data, were used instruments such as participant observation, qualitative interviews, discussion session recordings on teachinglearning projects, reflective diaries and subjects from monographs written by these studentsteachers. The research participants, that are one Teacher Supervisor and three studentteachers, were members of the PIBID-English Language Subproject. The data were analyzed in the light of interpretative approach and relied on the data triangulation procedure. The results discuss the interaction between Elementary School and university and emphasize the mediation process that is conducted by the Area Supervisor Teacher and also considers the roles she played and which influenced the development of teaching-pragmatic competence along the activities developed during the program.
Descrição
Palavras-chave
Formação Inicial de Professores, Língua Inglesa, PIBID, Competências, Supervisora de Área, Initial Teacher Training, English Language, Teaching Competence, Area Supervisor Teacher