Trajetórias de professores de inglês egressos de um projeto de educação continuada: identidades em (des)construção

• Ano de defesa: 2014
• Autor(a) principal: Vanderlice dos Santos Andrade Sol
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Indecidíveis; Ensino e aprendizagem de língua estrangeira; Identidade; Educação Continuada; (Des)construção; Língua inglesa Estudo e ensino Falantes estrangeiros; Individualidade; Língua inglesa Análise do discurso; Professores de inglês Formação; Aquisição de segunda linguagem
• Link de acesso: http://hdl.handle.net/1843/MGSS-9JEPY5

This study aimed at investigating the process of identity deconstruction of teachers of English that took part in the continuing education (CE) project (EDUCONLE) with predetermined duration. More specifically, it aimed at investigating how teachers see and feel themselves as regards the English Language (EL) and their professions; their discursive positions considering the teaching and learning of the EL; their representations about the CE project, their students and the schools where they teach and the unfolding of these representations in the teachers identity constitution. The theoreticalmethodologicaltrajectory of the investigation is based on the crossing of thediscursive perspective (PÊCHEUX, 1988; FOUCAULT, ([1969] 2009, [1971] 1996; ORLANDI (2005, 2007); AUTHIER-REVUZ, 1998, MARIANI, 2012 among others), freudo-lacanian psychoanalysis perspective (FREUD, [1901] 1996, [1905] 1996, [1927-1931] 1996; LACAN, 1998, 2001, among others) and derridean deconstructivist perspective (DERRIDA ([1972] 2001, 2004, 2005, 2009) and other philosophical backgrounds (JONAS ([1979] 2006). This qualitative study followeda methodological approach that used different possibilities of interpretations over the discursive material. The participants were 25 EL teachers from regular schools from the State of Minas Gerais that took part in a CE Project. Corpus collection was formed by open-ended questionnaires, semi structured interviews, narratives, videotaped classes and field notes. Considering the recurrence, teachers representations about themselves as teachers ad infinitum, alwayssearching for more fluency and knowledge in the EL; about the school as a place devoid of the necessary conditions to teach and learn the EL; the students represented to the images they have about themselves, the study verified that the impotent position does not allow the teacher to invest in the desire to teach/of teaching. Teaching is an action of the impossible order; thus, it prepares constantly for searching for right actions. As expected, the CE is seen as a place of knowledge, truth and a place to improve linguistics and methodological competences. Therefore, the representations demonstrated in this study wereimportant not only to reach the imaginary regularities of the teachers about the above mentioned issues, but above all, to show that the binary oppositions in these representations reveal (both, mask and show) the complex nature of EL teacher identity constitution. This complexity was demonstrated through the themes echoed from the corpus. Thus, the study drives the conclusion that , the process of identity deconstruction of teachers took place in the path of derridean traces and indecibles (différance, phármakon); of the responsibility as aprinciple that drives the teacher to assume ethical actions for him/herself and the students; of the hysterics discourse, marked by the dissatisfaction in relation to desire; of the body as real-symbolic-imaginary and as jouissance; of desiredetermined by fault and of logical time (time as process, kairological time, subject time). In this manner, the representations operate as a means of promoting problematizations. Taking these results into consideration, what troubles about teacher identity constitution starts, also, pacifying and in this double relationship it becomes possible to (re)think and (re)consider EL teacher education as a work toward the impossible. Summing up, the results show the presence of the same and the other in the teachers discourse in each enunciative act. And the traces of this différance in the teachers discourse do not permitcomplete apprehension, making clear that the subject is an ad infinitum being.The results made possible the understanding of some ways of teachers identity and subjectivity deconstruction and points of singularity (their anxiety, impasses, frustrations, success and unsuccessfulness, etc.) and the consequences of this comprehension for EC context and for the Applied Linguistics field.