Letramentos e ensino de língua inglesa no estágio supervisionado do Ensino Médio.

Abstract

With a view to contributing to the reflection on teacher education and EFL teaching, the objective of this research is to investigate the literacies theories impacts on pedagogical practices employed by teacher trainees enrolled on the discipline Estágio de Língua Inglesa: 1º e 2º anos do Ensino Médio, in a preservice English teacher education program, from Federal University of Campina Grande (UFCG), in the first semester of 2016. By considering teacher education and EFL teaching in today’s society – globalized, technologized, heterogeneous, multiple, and complex (MATTOS, 2015; MENEZES DE SOUZA, 2011a) –, literacies theories stand as one of the possible ways to better prepare teachers to acknowledge and to understand the different forms of communication and meaning making in today’s society (KRESS, 2000; LANKSHEAR; KNOBEL, 2011; MATTOS, 2015), enabling the reduction of the discrepancy between school and society, pointed by Menezes de Souza (2011a) and Tavares and Stella (2014). Based on these theories, OCEM/LE (BRASIL, 2006) suggest a change in education conception, in which the focus be the learner and his/her development, instead of being the content and the academic disciplines in a compartmentalised way, isolated from each other and with an end in itself (MORIN, 2003). Therefore, the academic discipline, English language specifically, once it is the focus of this research, starts to be understood as means and not as the aim of education (BRASIL, 2006; ARAÚJO, 2000). In order to accomplish such investigation, based on the mentioned theories, it was developed a documental research (GIL, 2012; TEIXEIRA, 2005) with a qualitative approach (CHIZZOTTI, 2013; SILVEIRA; CÓRDOVA, 2009;) in which the research questions were: a) in which pedagogical practices are the literacies theories principles evidenced more clearly?, b) which consequences did such practices have on the teacher trainees? and c) to what extent do these practices outline the profile of contemporary English teacher? The practices written registers of nine teacher trainees, divided in three pairs and one trio, enrolled on the discipline mentioned above, were used as object of analysis. We named these practices written registers Pedagogical Practices (PP). Each pair’s/trio’s PP is composed by four class plans and one final paper. In the analysis, it was noticed that the practices which evidenced the principles of the adopted theoretical perspective more clearly were those that expressed a shift from a positivist logic to one in which the English classes, or some activities during these classes, were used as means to achieve educational goals, as the participative citizenship development. By analysing such practices, it was also noticed a beginning of a resignification about teacher’s and students’ roles, in which both start to be perceived as designers: the first one as a designer of his/her own practice, valuing his/her own local knowledges that is sensible to his/her teaching context, and the second one as a designer of meanings and knowledge, and not the one who only reproduces static and predetermined constructs.