Reflexão e identidade profissional do professor de LE
Que histórias contam os futuros professores?
Abstract
This paper reports on a study conducted with female pre-service teachers along the four years of their undergraduate program with major in Portuguese and a Foreign Language (English, Spanish, Italian, Japanese, French or German). The objective was to examine the metaphors, rules of practice and principles that they brought to their process of reflection upon their professional development. I have also identified the roles of these elements in their individual processes of developing their professional identity as teachers. The results were a set of written biographical stories (sources of experiences) in which the participants base themselves to constitute their professional identities as teachers of foreign languages. Within this process, they were able to construct meaningful connections between the theoretical aspects of readings that were undertaken during the research period and the many marking events of their oral narratives about their professional development. The association of the various aspects of their personal stories with the theoretical issues that were discussed during the research reveals processes of professional identity construction as teachers of foreign languages.
Downloads
References
CATANI, D. B. A didática como iniciação: Uma alternativa no processo de formação de professores. In: CASTRO, A.D.; CARVALHO, A.M.P. Ensinar a ensinar: Didática para a escola fundamental e média. São Paulo: Pioneira, Thomson Learning, 2001.
CLANDININ, D.J.; CONNELLY, F.M. Teachers' Professional Knowledge Landscapes. New York: Teachers' College Press, 1995.
CLANDININ, D.J.; CONNELLY, F.M. Narrative Inquiry. New York: Teachers College Press, 2000.
CONNELLY, F.M.; CLANDININ, D.J. Teachers as Curriculum Planners: Narratives of experience. New York: Teachers College Press, 1988.
CONNELLY, F.M.; CLANDININ, D.J. Stories of experience and narrative inquiry. Educational Researcher, v.19, n.5, p. 2-14, 1990.
CONNELLY, F.M.; CLANDININ, D.J. Shaping a Professional Identity: Stories of educational practice. New York: Teachers College Press, 1999.
DENZIN, N.K.; LINCOLN, Y.S. (Ed.). The Landscape of Qualitative Research: Theories and issues. Thousand Oaks, Ca.: Sage Publications, 1998.
ELBAZ, F. Teacher Thinking: A study of practical knowledge. London: Croom Helm, 1983.
GADAMER, H. Truth and Method. New York: Crossroad Publishing Company, 1986.
GLESNE, C.; PESHKIN, A. Becoming Qualitative Researchers. New York: Longman, 1992.
GUATTARI, F.; ROLNIK, S. Cartografias do desejo. Petrópolis: Vozes, 1996.
LAKOFF, G.; JOHNSON, M. Metaphors We Live By. Chicago: University of Chicago Press, 1980.
MUNBY, H. (1986) Metaphors in the thinking of teachers: An exploratory study. Journal of Curriculum Studies, 18(2), 197-209.
PIMENTA, S.G.; GUEDIN, E. Professor reflexivo no Brasil: Gênese e crítica de um conceito. São Paulo: Editora Cortez, 2002.
RANCIÈRE, J. O desentendimento. São Paulo: Editora 42, 1996.
RICOEUR, P. Time and narrative. Chicago: University of Chicago Press, 1984. V. 1.
SCHÖN, D. The Reflective Practitioner. Basic Books, Inc. 1983.
SCHWANDT, T. A. Constructivist, interpretivist, approaches to human inquiry. In: DENZIN, N.K.; LINCOLN, Y.S. (Ed.). The Landscape of Qualitative Research: Theories and issues. Thousand Oaks, Ca: Sage Publications. 1998. p. 221-259.
TELLES, J. A. O professor de línguas estrangeiras e seu conhecimento pessoal da prática: princípios e metáforas. Linguagem e Ensino, v.2, n.2, p. 29-60, 1999.
TELLES, J. A. Biographical connections: Experiences as sources of legitimate knowledge. QSE- International Journal of Qualitative Studies in Education, 13, n. 3, p. 251-262, 2000.
TELLES, J.A. A trajetória narrativa. In: GIMENEZ, T. (Org.). Trajetórias na Formação do Professor de Línguas. Londrina: Editora da Universidade Estadual de Londrina, 2002a.
TELLES, J.A. É pesquisa, é? Ah, não quero não, bem! Sobre pesquisa acadêmica e sua relação com a prática do professor de línguas. Linguagem & Ensino, v. 5, n. 2, p. 91-116, 2002b.
Van MANEN, M. Researching Lived Experience. London, Ontario: The Althouse Press, 1990.
Van MANEN, M. The Tact of Teaching: The meaning of pedagogical thoughtfulness. London, Ontario: The Althouse Press, 1991.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Revista Brasileira de Linguística Aplicada
This work is licensed under a Creative Commons Attribution 4.0 International License.
Autores de artigos publicados pela RBLA mantêm os direitos autorais de seus trabalhos, licenciando-os sob a licença Creative Commons BY Attribution 4.0, que permite que os artigos sejam reutilizados e distribuídos sem restrição, desde que o trabalho original seja corretamente citado.
