O agir docente em relatórios de estágio de língua inglesa: o que dizem professores em formação inicial

• Ano de defesa: 2014
• Autor(a) principal: Sousa, Renata Ferreira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Linguística Aplicada; Interacionismo Sociodiscursivo; Trabalho docente; Formação Inicial; Relatórios de Estágio Supervisionado de Língua Inglesa; Applied Linguistics; Sociodiscursive Interactionism; Teacher work; Initial training; English Language Supervised Internship reports; LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/6443

This study aims at analyzing how teachers in pre-service practice represent teaching in internship reports taking into consideration their own work and the in-service teachers' work. Our research is featured by the transdisciplinary approach of Applied Linguistics (AL) since it was adopted the views of the Sociodiscursive Interactionism (SDI) which conceives that language has a fundamental role in the understanding of human development (BRONCKART, 2006; 2008; [1999]2009), as well as the views of the Sciences of Work, such as the Activity Ergonomics (AMIGUES, 2004; SAUJAT, 2004) and the Activity Clinic (CLOT, [1999]2007), which are disciplines compatible with the former theory. Our data consist of sixteen reports written by students of the Supervised Internship V module of the undergraduate course of Letras Inglês (Modern Languages - English) of the Federal University of Paraiba. Our goals in analyzing these texts were to identify the representations of the teaching work in relation to how the prescriptions and the real activity were made explicit in the reports. These texts have shown that there is a more wide-ranging description and evaluation of the in-service teachers' work in relation to the pre-service teacher s; that the work prescribed by the in-service teacher is almost always reformulated by the pre-service teacher; and that the pre-service teachers' real activity is still sparsely discussed in the reports. The study reveals the need to implement the guidelines given by the supervised internship teacher in order to foster discussions about the pre-service teachers' work that unveils the real activity. The study also brings to light the need of having the supervised internship report as an academic genre to be understood more as a reflexive mechanism and less as an evaluation tool.