O professor de língua estrangeira: a relação com o saber na prática docente

Abstract

This thesis aims at analyzing the relationship between a Spanish teacher with the knowledge in her practice in the classroom. The guiding hypothesis which supports the work is that the answers of the teacher given during the classes may indicate the way the teacher finds to get herself involved with the teaching of Spanish, her object of work. In addition, these answers also indicate two different movements: the first refers to the fact that the teacher follows a previous syllabus to what refers to the teaching of Spanish. The second indicates that subversions of the syllabus are also rearranged by the teacher. As a result, this teacher can build and sustain a discursive-enunciative position of a teacher. Theoretically, the research is founded on concepts of Freudian-Lacanian psychoanalysis such as the concept of the Other, of pulsion, of transference and of discourse. Methodologically, we observed classes of a Spanish teacher of Elementary School recorded in audio as well as interviews provided by the teacher. These recordings composed the corpus as well as our field notes. The analysis focused on linguistic features related to the topics taught in the Spanish classes observed and unexpected situations the teacher had to deal with in the same Spanish classes. Results indicated that the answers of the teacher are consistent. It shows a relationship of this teacher with the teaching of the Spanish language. They also indicate that the discursive positions the teacher assumes have mainly based themselves on the discourse of the university.