Aspectos do perfil do aluno-professor em um curso de formação de professores de língua inglesa na modalidade a distância

Abstract

This research approaches the training of foreign language teachers from a Letters course in English taught virtually. Such a course is part of a National Plan for Basic Education Teacher Training (PARFOR). Theoretically, this study is founded under the concepts of this so called French Discourse Analysis according to the developments undertaken by Pêcheux. We have hypothesized that the proposition of courses such as this one seems to conduct a teacher education policy that would disregard the teacher's previous experience once it does not take into account that these students have been teaching English for some time without being graduated. This is possibly because there is a prescriptive position in the document which presupposes knowledge, so-called modern knowledge, which teachers should acquire in the course, mirrored that they are in the same pre-service curriculum matrices. Thus, the general objective of the research was to problematize the proposal of formation of teachers of English language. Specifically, we aimed at discussing discursivities that constitute the principles that supported the proposal of the course. We also aimed at problematizing the profile of the virtual student and the expected English teacher. It was also our intention to indicate possible effects of this type of course proposal on the formation and identity of the subject-teacher of English. Methodologically, we analyzed the Pedagogical Project of the Course. Such an analysis allowed us to construct knowledge about the profile of newcomers and graduates, about the objectives of the course, and also about the curriculum. Specifically, three subjects were analyzed in details: Introduction to Virtual Education, Applied Linguistics and Foreign Language Teaching Integrated with Educational Practice 4 (PIPE) and English Language Teaching Methodology Integrated with Educational Practice 5 ( PIPE 5). The results of the analysis indicate that the structure and the dynamics of the distance learning modality understand the teacher in formation as a consumer of knowledge and as an executor of theories, letting us to affirm that the course privileges technical training much more than formation, which can directly affect the construction of the identity of the English-speaking subject-teacher and put in check the reflective and autonomous profile expected of this same teacher.