O planejamento de curso: espaço para uma prática reflexiva sobre o ensino da leitura em língua estrangeira na formação inicial

• Ano de defesa: 2010
• Autor(a) principal: Cavalcante, Rivadavia Porto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Linguística e ensino; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Planejamento; Ensino da leitura; Concepção de linguagem; Reflexão; Competência de ensinar língua-alvo; Planning; Teaching reading; Language conception; Reflection; Ability to teach a target language; LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/6505

Pieces of research in Applied Linguistics on course planning for teaching and learning a foreign language, especially in pre-service, are still quite scarce. There is a gap to be filled with more studies that investigate teachers development process in order to understand their decision-making and their pedagogical work. The purpose of this investigation was to analyze how undergraduates - during their last period of Letras Course at a private university in the state of Tocantins - built their teaching practice on reading in a foreign language (English). We emphasize the course planning as the locus for the development of reflection and as a relevant field to understand the concepts of language underlying the approaches used in the acquisition of knowledge of the future language teachers. The data showed that the teaching approach demonstrated by the student-teachers are supported by structuralist concepts acquired throughout the years of their experiences as students. The results indicate that it is necessary to rethink curricula that and to include subjects that promote a critical-reflective formation which may foster the development of an autonomous practice of future teachers of languages.