Un pueblo sin piernas pero que camina: Formação inicial de professores de espanhol na educação de jovens e adultos privados de liberdade

• Ano de defesa: 2019
• Autor(a) principal: Thayane Silva Campos
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: formação de professores; educação prisional; América Latina; língua espanhola; Língua espanhola – Métodos de ensino; Língua espanhola – Estudo e ensino; Professores de espanhol – Formação; Educação especial; Educação de adultos; Aquisição da segunda linguagem
• Link de acesso: http://hdl.handle.net/1843/31677

The goal of this research is to investigate the possibility to provide the Spanish-Portuguese undergraduate students with a training which involves research, extension and teaching skills and which considers prison education as a context of pedagogical practice, contributing to the critical thinking of the future teacher. For this, I describe and analyze the actions promoted in the extension project entitled "I, Latin American: The Search for Latin American Identity and Individual Identity of APAC Inmates of Viçosa, MG", of the Federal University of Viçosa (UFV). The activities were developed in a state school, with students deprived of liberty, who were in the Association of Protection and Assistance to the Convicted (APAC) at the time, in the city of Viçosa/MG. The project provided students with Spanish language classes, with interdisciplinary themes, according to the subjects that the students had in the curriculum. The intention was to allow them to identify themselves as part of Latin America, showing that the concept of Latin American goes beyond borders and languages. The project also aimed to enable students of the Languages - Portuguese / Spanish major to practice teaching in a different context from that of which they are part of during the Supervised Internship course, allowing them to have contact with a different teaching methodology, according to the context and particularities of the place where they are inserted. Therefore, this thesis describes the activities of a scholarship holder and two volunteers of the previously mentioned course, including activities such as: teaching practices in the classroom, research from the study group and extension and actions performed throughout of a year. As a theoretical foundation I took as reference the texts related to Teacher Education and Latin America (BARCELOS, 2010; PELLIM, 2010, QUENTAL, 2012; IRINEU, 2014; LIMA, 2013; ZOLIN-VESZ; BARCELOS, 2014; LIMA; SILVA; MACHADO, 2014; MOTA; IRALA, 2014; LIMA; CORTEZ, 2014) Youth and Adult Education (LABELLA-SÁNCHEZ, 2012; SILVA, 2004; MACHADO, 2008; SAMPAIO, 2005).As a research method, I used action research, using (THIOLLENT, 2011; TRIPP 2005; STURM, 2008) to perform an interpretative analysis of field diaries, which were written by me and the student-teachers; interviews with teachers; analysis of classroom plans; Whatsapp conversations; study groups, as well as the course completion work written by the scholarship holder, which focused on the extension project. After the reflections carried out throughout the research, the need to consider prison spaces as a context for the teaching practice was perceived, based on the specificities of the location and the public in question.