Representações do trabalho docente no estágio supervisionado de língua inglesa na educação de jovens e adultos: um estudo sociointeracionista

• Ano de defesa: 2021
• Autor(a) principal: Borborema, Márcia Ozinete de Alcântara Pinho
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Linguística aplicada; Interacionismo sociodiscursivo; Clínica da atividade; Estágio supervisionado; Ensino de língua inglesa na EJA; Applied linguistics; Sociodiscursive interactionism; Activity clinic; Supervised internship; English language teaching – Adult Education; Linguistique appliquée; Interactionnisme socio-discursif; Clinique d'activité; Stage supervisé; Enseignement de l'anglais à l'EJA; Lingüística aplicada; Interaccionismo Sociodiscursivo; Clínica de actividades; Pasantía supervisada; Enseñanza del idioma inglés en EJA; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/21516

Experiences, questions, conflicts, and reflections from fifteen years of experience as an English language teacher at a public-school, night shift, within the context of Youth and Adult Education (EJA) in the city of João Pessoa set the broad context of our research study. Anchored in Applied Linguistics, this work of a qualitative-interpretative nature has as its main goal to investigate the representations of the teaching work in the context of the supervised internship in the context of EJA, linked to the English-Language major at the Federal University of Paraíba. The study is based on the theoretical and methodological assumptions of Sociodiscursive Interactionism (MACHADO 2004; BRONCKART, 2004, 2006, 2008, 2012 [1999]), Clinic of Activity (CLOT, [1999] 2007, 2010; FAÏTA, 2005) and Activity Ergonomics (AMIGUES, 2004), in line with research by Rodrigues, 2011; Medrado and Reichmann, 2012; Pérez, 2014; Silva, 2015; Sant’Ana, 2016; Farias, 2017; VellosoLeitão, 2019; Dantas, 2019; Silveira, 2020, among others. The corpus consists of seventy selected excerpts from semi-structured interviews and simple self-confrontation sessions (CLOT, 2007) conducted in 2016 with three teacher-trainees of the night-shift major of Foreign Languages, English focus, (Letras-Inglês), and who participated in a project of English language teaching in the field school inspired by literacy projects (KLEIMAN, 2000), guided by the teacher-collaborator / researcher. It is worth mentioning that the analysis focuses, in particular, on enunciative mechanisms, namely, modalizations (MACHADO and BRONCKART, 2009) and constitutive objects of work - prescriptions, collectives, trade rules, and tools (AMIGUES, 2004). The results point to the representation of the teaching work based on the evaluation that the interns make about conflict and development according to the rules and the teaching project. The contingencies in the trainees' texts, due to the context of EJA and the tools, for example, contribute to represent teaching work as a conflicting activity and a source of learning and / or impediments (MACHADO, 2007), as well as signaling the unfolding of real work (CLOT, 2010). In short, we suggest that future research be developed with the purpose of deepening the questions about the dimensions of teaching work through, for example, cross-confrontation sessions, sharing them with the other participants who are part of the EJA working group as well as the research potential, including the supervised internship as a two-way road, also contributing to continuing education.