Identidades docentes e diferença no discurso de professores de Língua Inglesa em formação inicial
DOI:
https://doi.org/10.21814/rpe.6772Abstract
Neste artigo discutimos os conceitos de identidades docentes e diferença a
partir de um recorte de dados de pesquisa narrativa. A pesquisa foi realizada com um grupo de professores em formação inicial participantes do Programa Institucional de Bolsa de Iniciação à Docência – Pibid. A pesquisa objetivou identificar, nos discursos de seis professores de Língua Inglesa em formação inicial de duas universidades públicas do Paraná, Brasil, quais eram os sentidos que estes sujeitos constroem sobre a profissão professor. Tal análise foi fundamentada nos Novos Estudos do Letramento e nos estudos sobre identidade, enfatizando a influência das trajetórias escolares na construção de suas identidades docentes. Em linhas gerais, foi possível observar nos discursos dos seis professores a relação entre as trajetórias escolares e os sentidos que constroem sobre o que é ser professor de Língua Inglesa. Os discursos indicaram ainda que as identidades docentes estão em permanente negociação e que a participação em programas de formação profissional
como o Pibid tem favorecido o processo de reflexão do grupo sobre si mesmo e sobre a profissão professor.
PALAVRAS-CHAVE
Identidades docentes; Diferença; Pibid; Profissão professor
ABSTRACT
In this paper we discuss the concepts of teacher identities and difference
based on a selection of data collected during a narrative research study. This research was carried out with a group of six pre-service English teachers who integrated the Pibid, a Brazilian program for teacher professionalization. The aim was to identify meanings for the teacher profession in the discourses of these teachers from two public universities in Brazil. The analysis was supported by the theoretical framework of New Literacy Studies and identity studies focused on the influence of the school trajectories on their professional identities. In general terms it was possible to observe the relation between school trajectories and the meanings constructed by the pre-service English teachers about the teacher profession. The discourses exposed that professional identities are being constantly negotiated and that the opportunity to engage pre-service students in a program such as Pibid has allowed the group to reflect about themselves as teachers and about the teacher profession.
KEYWORDS
Teacher identities; Difference; Pibid; Teacher profession
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