A Formação de professores de inglês e a investigação de crenças

Abstract

The teaching of foreign languages in Brazil must go through a policy that reflects the diversity of regions and local interests of communities, including processes of globalization of science related to educational processes. The present research is motivated by the concern about teacher education as English-speaking teachers in Brazil as non-native speakers. The objective of this dissertation is to understand the conditions of production of speeches related to the English teacher Education, while a foreign language because they are native speakers of Latin languages. The specific objective of this research is to investigate the discursive practices of English language professors from public universities and undergraduate students in order to analyze their beliefs and representations about the English language, through a dialogic resignification between the theories on beliefs and French discourse analysis. The theoretical framework is based on studies on beliefs (BARCELOS; KALAJA, GIMENEZ), discourse analysis (FOUCAULT, CORARACINI, ORLANDI) and teacher education (KUMARAVIDIVELO, CANAGARAJA and GIMENEZ). The methodology of the research is qualitative, and the instruments of data collection are a questionnaire applied to students of Arts and Literature, interview with three undergraduation professors of EL of the graduation in a university of Mato Grosso do Sul and analysis of the Political- pedagogy Project of undergraduation in Literature. The analysis of the discourses of the present research occurs in the documents, interviews and questionnaires that compose the discursive field of different discursive figures, which are named, analyzed, circumscribed, corrected, redefined, contested or suppressed. The result discusses the linguistic difficulties, the teacher-student relationship and the discursive imaginary about the English language and the elucidation of chained statements that can be better explained by the regionalized study, thus presenting the beliefs and representations of EL teachers and undergraduate students about: a teacher education; the teaching of EL among non-native speakers and English as a lingua franca. The results point out that the beliefs and representations of EL teachers mostly relate to those expressed by the students, except for the practice of conversation in the classroom. The last characterizations emerged throughout this research, and the previous ones are confirmations of the works on beliefs of Barcelos and Kalaja (2003) and Barcelos (2006). The purpose is to contribute to the development of research in the area of beliefs and education of EL teachers from the understanding of subjectivity and truth.