Abstract
Several Brazilian applied linguists have been concerned about the gap between initial and continuing teacher education, and the weaknesses in the university-school relationship (REIS, 2018REIS, B. M. O lugar-escola em discurso: etnografia, identidade e epistemologia na pesquisa qualitativa. Rio de Janeiro, 2018. 179 p. Tese de Doutorado - Departamento de Letras, Pontifícia Universidade Católica do Rio de Janeiro.; GIMENEZ; BONACELI, 2013; GIMENEZ et al., 2008; ECKERT-HOFF, 2008ECKERT-HOFF, B. M. Escritura de si e identidade: o sujeito professor em formação. Campinas: FAPESP/ Mercado de Letras, 2008., SÓL, 2014SÓL, V. S. A. Trajetórias de professores de inglês egressos de um projeto de educação continuada: identidades em (des)construção. 259f. Tese. Doutorado em Linguística Aplicada. Faculdade de Letras da Universidade Federal de Minas Gerais. 2014., REIS e CAMPOS, 2021REIS, V. S.; CAMPOS, I. O. “Onde está a universidade?” do discurso da (des)qualificação à presença colaboradora. Revista Imagens da Educação, v. 11, n. 2, p. 190-211, abr./jun., 2021. ISSN 2179-8427. Disponívl em: https://www1.folha.uol.com.br/colunas/por-que-economes-em-bom-portugues/2023/07/por-que-precisamos-de-letramento-climatico.shtml; Acesso em jul. 2021.
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, among others). However, there is still much to be done, researched and reflected upon initial and continuing teacher education. Considering the necessity of problematizing teacher education, this study aims to investigate the identity (de)construction of basic education teachers of English and of teachers-to-be and their teacher educators, involved in supervised practicum courses in a Brazilian federal university. This study relies upon the qualitative-interpretative paradigm (DENZIN; LINCOLN, 2006DENZIN, N. K.; LINCOLN, Y. A disciplina e a prática da pesquisa qualitativa. In: ______. (orgs). Planejamento da pesquisa qualitativa: teorias e abordagens. 2 ed. Porto Alegre: ARTMED, 2006, p. 15-42.; FLICK, 2009FLICK, U. Introdução à pesquisa qualitativa. Trad. Joice Elias Costa. 3. ed., Porto Alegre: Artmed, 2009.) and ethnographic principles of research. Six collaborators participated in this investigation: two teacher educators from the federal university, two teachers-to-be, and two English language teachers (practicum supervisors) from the public school system. Data was collected through semi-structured questionnaires and written narratives. Corpus was analyzed descriptively and qualitatively under the theoretical framework of Applied Linguistics (AL) and philosophical approaches from Michel Foucault, Jacques Derrida, Gilles Deleuze and Félix Guattari. Stemming from the gestures of interpretation, it is evinced that the three instances represented by the practicum supervisor teachers, the teachers-to-be, and the teacher educators present themselves through a rhizomatic teacher education triad, in which they cross, affect and are affected by each other’s practices. In conclusion, the study demonstrated that it is not feasible to think about the university-school relationship without considering the multiplicity of factors that affect these two spaces, and that it is impossible to analyze one space without crossing the other.
Keywords
identity constitution; initial and continuing teacher education; English as a foreign language; university-school relationship
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Fonte: Figura elaborada pela autora.