Crenças linguísticas na (des/re)construção das identidades dos professores de língua em formação no curso de Licenciatura em Letras da UEPG

• Ano de defesa: 2012
• Autor(a) principal: Borges, Simone Sousa
• Orientador(a): Fraga, Leticia
• Banca de defesa: Borges, Maria Isabel , Correa, Djane Antonucci
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: UNIVERSIDADE ESTADUAL DE PONTA GROSSA
• Programa de Pós-Graduação: Programa de Pós Graduação em Linguagem, Identidade e Subjetividade
• Departamento: Linguagem, Identidade e Subjetividade
• País: BR
• Palavras-chave em Português: crenças; (des/re)construção identitária do professor de língua; formação de professores de língua
• Palavras-chave em Inglês: Believes; language teacher identity (de/re)construction; language teacher formation process
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://tede2.uepg.br/jspui/handle/prefix/440

This work aims at discussing believes in the (re/de)construction of identity in language teachers in formation process from a Language Licentiate course at Universidade Estadual de Ponta Grossa. Firstly, we start from the hypothesis that the analysed subjects: Língua e Texto (LT) and Introdução aos Estudos Linguisticos (IEL), both from the first year of the course, are responsible for (de/re)construction of some believes which some students bring with them when we come to the University concerning to what is language, grammar etc, as the subjects give opportunity to make important reflections for their formation. On the other hand, other believes seem to be quite resistent to the formation process. For data gathering in this qualitative basied research, we used four instruments: observations, documental analysis, semi-structured interview and daily records (LÜDKE; ANDRÉ, 1986). The participants of the research were teachers from a Language Licentiate Portuguese/Spanish, Portuguese/ English and Portuguese/France course in formation process. With the research results we concluded that observing teachers in formation process believes allows us to widely discuss their identity (de/re)construction, once we understand identity as being flexible and always in construction, as they are pervaded by new and different experiences which will confront other identities. We also notice that the teachers are strongly influenced by the academic environment, at least theorically, and is responsable for some changes in the believes related to the concepts of language, grammar, and teacher/student roles etc.