Traduções culturais na formação de professor@s de inglês no curso de letras

• Ano de defesa: 2014
• Autor(a) principal: Dallapicula, Catarina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Teachers trainning; Cultural translation; Everyday; Formação de Professores; Tradução cultural; Cotidianos; Cotidiano escolar; Currículos; Professores de inglês; Professores - Formação; Tradução e interpretação - Cultura social; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2434

This thesis invests on the Bachelor in English Letters and Literature, with or without a BA in another language, as main locus of professional socialization (DUBAR, 2005) of the English as additional language teacher. We consider that teachers training is thread within infinite knowhow gathered throughout life from experiences (LARROSA, 2002) which happen on meetings and affect us. Hence, we adopt the concept of cultural translation from Bhabha (2010) to problematize how the speaker produced within this enunciative locus do not belong to each one, but to the amidst, to the interstice of places and temporalities, in which they constitute as possible. The research intended an everyday approach (CERTEAU, 2011) in which we recorded classes, recorded data in a field diary, and got engaged to conversations in many different spaces (CERTEAU, 2011), and used facebook to verify the outcome with the subjects. This thesis’s problematizing indicate within the endless meaning negotiation processes that thread the course’s curriculum as empowering of specific professional knowhow, gender matters, teachinglearning beliefs, religious experiences, economical relations, violence, etc.. The enunciations produced have also led us into thinking of the limits and borders between colonial, neocolonial, and empowering processes by the usage of English along classes in this course. Notwithstanding the problems along the course, and because of them, we consider that the enunciate threading in which we entered allow us to endorse the ethical political aesthetical relevance of claiming the Bachelor in English Letters and Literature to be a privileged locus of professional socialization for English as additional language teachers