Paisagens identitárias e praxiológicas de professoras/es de inglês de cursos de Letras do estado de Goiás
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2023-08-01
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Universidade Federal de Goiás
Resumo
This doctoral dissertation, based on 18 narrative interviews conducted with English professors
in Language Teacher Education courses in the state of Goiás, aimed to reflect on the identity
and praxiological landscapes that resonated in the participants' accounts as they narrated their
trajectories, the importance of the English language in their lives, and the various
interconnections related to their pedagogical practices. The reflections brought forth in the
narratives discussed here can contribute to the professional development of other teachers and
professors, as the unique experiences recounted also reflect broader issues concerning the
teaching of English, particularly in the Brazilian context. This relationship reflects the
epistemological paradox of researching narratives (FREITAS; GHEDIN, 2015), since by
examining the praxiologies of each of the participating professors, it was possible to gain a
better understanding of our social and historical context. The problematizations proposed here
were discussed based on two questions: 1) What discourses and ideologies shape the
experiences of University English professors in Language Teacher Education courses in the
state of Goiás and influence their identity constructions? 2) How do these professors mobilize
these discourses in their trajectories and how they affiliate with or resist to them? Regarding
the discourses and ideologies present in the professors' formation trajectories in this research,
it is evident that a significant portion of them is marked by an understanding of language as a
neutral and abstract system that must be acquired through rules and grammar. This
understanding is based on the fact that, when recounting their experiences in regular schools,
many pointed out a focus on grammar and translation at the expense of oral development,
which, in turn, had to occur in language schools. In language schools, language teaching is
based on textbooks that, despite undergoing modifications to include more diversity, are
packaged products (JONAS, 2020) that reinforce neoliberal values and sell a sanitized and
neutral reality (MAGALHÃES, 2019). However, due to the failure of regular schools to bring
interaction into the classroom, these schools became the landscapes that allowed professors to
interact and create meaning in another language (URZÊDA FREITAS; PESSOA, 2020).
When discussing their praxiologies, the importance of continuous professional development
stands out in the professors' statements, as the lack thereof results in the repetition of old
models. Many of these professors are influenced by their own learning experiences, which, in
the case of English, are closely tied to a hegemonic conception guided by the episteme of the
native speaker. In other words, a significant portion of the professors seem to adhere to
imported approaches and methods. On the other hand, many professors demonstrate openness
to listening, understanding, and seeking new ways of educating that bring their praxiologies
much closer to the needs of their students, which, in my understanding, appears to be the path
to follow. Not coincidentally, this openness to the new seems to go hand in hand with an
ongoing process of professional development. Doing things differently coincides with
exposure to new praxiologies that bring to light obscure aspects of modern knowledge that
persist in our frameworks. From this perspective, the main reflection that this doctoral
dissertation brings forth is that being a teacher means being in constant motion, understanding
that this implies being attentive to new ways of living, thinking, and acting in society so that
our classrooms can be more aligned with contextual needs, in a constant process of
construction and resignification.
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Citação
FERREIRA, F. C. C. Paisagens identitárias e praxiológicas de professoras/es de inglês de cursos de Letras do estado de Goiás. 2023. 241 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Faculdade de Letras, Goiânia, 2023.