História de uma professora de inglês em uma escola de campo: As experiências que transformam e formam meu conhecimento pessoal e profissional

• Ano de defesa: 2024
• Autor(a) principal: Rodrigues, Cecília Eugênia Rocha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Escola de campo; Professora de inglês; Ensino-aprendizagem de língua inglesa; Pesquisa narrativa; Countryside school; English teacher; English language teaching-learning; Narrative inquiry; CNPQ::LINGUISTICA, LETRAS E ARTES; Linguística; ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/43096; http://doi.org/10.14393/ufu.di.2024.385

In this research I looked for understanding narratively my practice as an English teacher in two countryside schools where I've worked, based on the theoreticalmethodological constructs of Clandinin and Connelly's narrative inquiry (2000; 2015). Therefore, besides being a researcher, I was the only participant in my research. My research context was the two countryside schools I worked in during the years of 2022 and 2023, based in two neighborhood of the city Coromandel, Minas Gerais. My first questions were: Is it really right to try to convince my students that English is the most important language in the world? Should I consider what students would like and could learn or what the planning required me to teach? Would my experience and thought be different if I were also a person from the countryside? What would my teaching experience be like if my job proposal was focused on students from urban areas? In addition to these questions, I had support from my research instruments, which were field notes, diaries, the teaching material used during classes, my lesson plans and some photographs. In order to compose the meanings of my narratives, followed the proposal of Ely, Vinz, Downing and Anzul (2001). At the end of my research I understood that my practice has transformed from the moment I recognized the potential of the field and started to value them. Moreover, I learned there is still a lot to be studied on this topic and I have a lot to learn yet.