Verso e reverso no PIBID-Inglês: representações sobre ensino, aprendizagem e formação de professores de inglês

• Ano de defesa: 2017
• Autor(a) principal: Katia Honorio do Nascimento
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Inglês; Subjetividade; Formação de Professores; PIBID; Representação; Programa Institucional de Bolsas de Iniciação à Docência (Brasil); Lingüística aplicada; Professores de inglês Formação; Língua inglesa Estudo e ensino; Representação (Psicanálise)
• Link de acesso: http://hdl.handle.net/1843/RMSA-ALAG4M

This study investigates the language teaching-learning process in a teacher educationproject called PIBID, which was developed in a Federal University in JequitinhonhaValley. It is focused on analyzing teachers and students imaginary about language andabout teaching/learning process and practice, as well as how they see the professionafter taking part on PIBID and their opinion about the project. Mainly, this study seeksto comprehend their subjective shifts after participating on this project. This is aqualitative research on Applied Linguistics, which is supported by psychoanalytical anddiscursive concepts (FREUD, [1899]/1996, [1914]/1996, and others; LACAN, [1953-1954/1986, [1954-1955]/1985, and others; AUTHIER-REVUZ, 1998, 2004;PÊCHEUX, [1975]/2009, [1975]/2010, and others) with some contribution from thediscursive and deconstructivist perspective (CORACINI; BERTOLDO, 2003;DERRIDA, [1972]/2005). Methodologically, the study consists in analyzing linguisticmaterial from oral interviews and open-ended questionnaires, from consulting theproject reports sent to CAPES and the official documents. The hypothesis is that theproject had some influence on participants representations, but not as expected as theway the programme investigated in this research stablished. On the contrary, PIBIDleads to other subjective shifts. Three groups were formed from recurrent data and theyshowed these representations: the participants functions in the project with hierarchicalbasis on who had knowledge, power, surveillance and control; traditional dichotomieson theory and practice and on university and basic education; a vocational vision onteaching; the good and the bad experiences on language learning and the images ofteachers of English who work on basic education. On the one hand, the analysis showedthat most of the participants did not changed their representations when taking part onthe project. PIBID showed a reverse side: it was like phármakon, that is, it was likepoison and remedy as it put students facing the challenges and contingencies teachingbrings to teachers in a school context. On the other hand, we could notice some subtlesubjective shifts and some other different shifts on their representations showing thatthose positions are not the same as the ones proposed in the project premises. Besides,they shed light on the way subjective shifts are unique, and they can occur a posteriorior they did not even occur. In addition, the results revealed that even if a project is wellorganized in its objectives, it faces participants imaginary and a different responsibilityand engagement regarding to its objectives. This way, the results demonstrated teachereducation complexity. This study could contribute to understand the participantssubjectivity and the possible effects on teacher education and on Applied Linguistics.