Uma investigação sobre a construção de conhecimentos teórico-práticos na formação inicial do professor de língua inglesa a partir de uma perspectiva sociocultural
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Data
2018-03-01
Autores
Cassemiro, Mariana da Silva
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa, de natureza qualitativa e base etnográfica, objetiva investigar a (co) construção de conhecimentos teórico-práticos na formação inicial de professores de língua inglesa no norte do Brasil a partir de uma perspectiva sociocultural, conforme proposta por, principalmente, Johnson (2009), Vieira-Abrahão (2012), Johnson e Golombek (2011, 2016) e Lantolf e Poehner (2014), respondendo à grande pergunta de pesquisa: Como se dá a (co) construção de conhecimentos teórico-práticos na formação inicial de professores de inglês em uma universidade pública no norte do Brasil?. Outras três questões orientaram o desenvolvimento desta investigação: (1) Quais conceitos cotidianos e científicos de língua, ensino e aprendizagem são apresentados pelos alunos-professores antes de cursarem a disciplina de Metodologia I?; (2) Quais conceitos científicos de língua, ensino e aprendizagem são introduzidos e de que modo são trabalhados nas disciplinas de Metodologia I e II e Estágio I e II?; (3) Quais conceitos cotidianos e científicos de língua, ensino e aprendizagem podem ser inferidos das práticas e dos discursos dos alunos-professores por ocasião dos estágios supervisionados e como esses conceitos se relacionam aos conceitos científicos introduzidos nas disciplinas de Metodologia I e II e Estágio I e II? . Os instrumentos de coleta e geração de dados utilizados foram gravações de aulas em áudio, diários da pesquisadora, questionários, sessões de feedback, entrevistas e relatórios de estágio. Os resultados mostraram que a maioria dos conceitos de língua, ensino e aprendizagem apresentados pelos futuros professores refere-se a concepções tradicionais. Os conceitos científicos de língua, ensino e aprendizagem introduzidos no curso de formação são oriundos dos paradigmas estrutural e comunicativo de ensino de línguas estrangeiras e foram diretamente transmitidos aos alunos-professores. No estágio supervisionado, os conceitos que sobressaíram possivelmente dizem respeito aos adquiridos por meio da aprendizagem de observação, com pouca influência dos conceitos introduzidos no curso de formação.
This ethnographic and qualitative research study aims at investigating the (co) construction of teacher knowledge in initial teacher education in the north of Brazil from a sociocultural perspective as proposed mainly by Johnson (2009),Vieira-Abrahão (2012), Johnson and Golombek (2011, 2016) and Lantolf and Poehner (2014), answering the major research question: How does the (co) construction of teacher knowledge occur in initial teacher education in the north of Brazil?. Three other questions oriented the development of this investigation: (1) What language, teaching and learning everyday and scientific concepts are held by teacher-learners before taking Metodologia I? (2) What language, teaching and learning scientific concepts are introduced and how are they worked in Metodologia I and II and Estágio I and II?; (3) What language, teaching and learning everyday and scientific concepts can be inferred from the teacher-learners’ practices and discourses at internship and how are these concepts related to the scientific ones introduced in Metodologia I and II and Estágio I and II? The instruments used to collect data were audio class recordings, researcher’s diaries, questionnaires, feedback sessions, interviews and internship reports. The results showed that most language, teaching and learning concepts held by the future English teachers refer to traditional conceptions. The language, teaching and learning scientific concepts introduced in the teacher education program came from structural and communicative paradigms in the second language teaching framework and were directly transmitted to teacher-learners. At internship the inferred concepts are likely to refer to the ones acquired through apprenticeship of observation, with little influence from the ones introduced in the teacher education program.
This ethnographic and qualitative research study aims at investigating the (co) construction of teacher knowledge in initial teacher education in the north of Brazil from a sociocultural perspective as proposed mainly by Johnson (2009),Vieira-Abrahão (2012), Johnson and Golombek (2011, 2016) and Lantolf and Poehner (2014), answering the major research question: How does the (co) construction of teacher knowledge occur in initial teacher education in the north of Brazil?. Three other questions oriented the development of this investigation: (1) What language, teaching and learning everyday and scientific concepts are held by teacher-learners before taking Metodologia I? (2) What language, teaching and learning scientific concepts are introduced and how are they worked in Metodologia I and II and Estágio I and II?; (3) What language, teaching and learning everyday and scientific concepts can be inferred from the teacher-learners’ practices and discourses at internship and how are these concepts related to the scientific ones introduced in Metodologia I and II and Estágio I and II? The instruments used to collect data were audio class recordings, researcher’s diaries, questionnaires, feedback sessions, interviews and internship reports. The results showed that most language, teaching and learning concepts held by the future English teachers refer to traditional conceptions. The language, teaching and learning scientific concepts introduced in the teacher education program came from structural and communicative paradigms in the second language teaching framework and were directly transmitted to teacher-learners. At internship the inferred concepts are likely to refer to the ones acquired through apprenticeship of observation, with little influence from the ones introduced in the teacher education program.
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Palavras-chave
Formação de professores de línguas, Perspectiva sociocultural, Conceitos cotidianos e científicos., Sociocultural perspective, Everyday and scientific concepts, Second language teacher education