A formação inicial dos professores de línguas adicionais: reflexão sobre a prática no curso de Letras

Abstract

This dissertation had as purpose to analyze and reflect about initial teachers formation of additional languages in Modern Languages licenciature course. Guiding our investigation, I suggested these following search questions: a) What is the notion of reflexive formation from the teachers training of the disciplines: Spanish language: critical-reflexive learning (SL: CRL), French language: critical-reflexive learning (FL: CRL) and English language: criticalreflexive learning (EL: CRL), taking into account the activities suggested? b) Do the students see the same contents with the same methodology in the three languages? c) How does each teacher training, by means of suggested activities to the initial teachers formation, develop the critical-reflexive learning in each one of these three disciplines? The context of this research was the disciplines: Spanish language: critical-reflexive learning; French language: critical-reflexive learning and English language: critical-reflexive learning from the Modern Languages licenciature in a local public university, in which I attended the classes and the participants were three teachers who taught classes in these disciplines. Discussing theoretically about the teachers training in contemporaneity I relied on Zeichner (1994), Liberali (2010; 2012), Oliveira and Serrazina (2000), Szundy (2007), Pimenta (2008), Miller (2010; 2013), among others. It was also necessary the discussion about the concepts of the critical-reflexive formation and its importance in the practice, the focus of this work, and, for this, I based myself at Liberali (1999), Mendes (2005), Oliveira and Serrazina (2002), Pimenta (2008), Shön (1983), Zeichner (1993), among others. This reaserch was a qualitative search, in the modality of case study, in an ethnographic base and for its development were used postulates from Erickson (1991), Nunan (1992) and André (1995) and the other datas were organized into thematic categories, according to Bardin (2010). About the notion of critical-reflexive formation that each teacher training has, the analyses reveled that the notion from the ST involves the reading texts practice, debates, discussion about the theme from the texts. The FT and the ET already associate the observation of their practice to the action of stopping to think what they did in this practice, each one of them seem to give the opportunity of learning to the teachers in formation and from their interrogations, the students built and rebuilt their own knowledge. The research revealed that the teachers in formation do not see the context with the same methodology in the three languages too. The aim of the disciplines is the same, but what teachers do it is not the same, this has resulted to be positive, because the different practices in each discipline seem to complete them. And, finally, the dates showed that in the three disciplines were did activities of critical-reflexive formation, but in different way. At the SL: in CRL the critical reflection is about the use and the teach of Spanish language, maybe, it is because of the studies of this language in Brazil, they are still considerated recently; in the FL: CRL and at the EL: CRL, the critical reflection was about the teaching and the learning in French language and in English language.