Formação de professores de língua inglesa em um curso de licenciatura: processos identitários

Detalhes bibliográficos
Ano de defesa: 2008
Autor(a) principal: Cunha, Elizabeth Gonçalves
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Uberlândia
BR
Programa de Pós-graduação em Estudos Linguísticos
Linguística Letras e Artes
UFU
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: https://repositorio.ufu.br/handle/123456789/15326
Resumo: This study aimed at investigating the representations, which constitute the imaginary of teachers and students of a course of languages and related literatures, concerning the English language and its role towards the world today. It was also our aim to find out whether the political and ethical dimensions related to the English language are problematized during their formation, specifically during the classes of disciplines which are more closely related to students formation. The hypothesis underlying our study was that the way professors and students conceive of those two dimensions (political and ethical) related to the English language have contributed for the adoptions and of naïve stances and conceptions concerning the teaching and use of the English language. Data were gathered through interviews conducted with five professors who teach at referred course, and through a questionnaire, which was answered by 36 students. Results, in a general sense, reveal that issues related to ethics and politics, as far as language practices are concerned, have not been discussed in the context of formation of English teachers, and they not been perceived as an important point to be included in the syllabus of the disciplines related to their formation. This was revealed through the linguistic manifestations of both professors and students. Only one of the two professors interviewed showed evidence of being constituted in a critical and discursive perspective, which takes these issues (political and ethical) into account during students formation. Thus, we could say that the emphasis of the course seems to be on the teaching of the English language per si , and on the methods, approaches and procedures to be adopted during the classes.