O programa de residência pedagógica e as representações da atividade docente: um olhar para a construção identitária de professores/as de inglês.

Abstract

It is known that the first contacts with teaching practice make room for undergraduate students to experience the dimensions and complexity of their profession. Also, these experiences can impact on their professional development and identity construction. This research aims at investigating representations textualized by three residents of Modern Languages about the constitutive objects of teaching work and their contributions to their professional identity construction. Therefore, the corpus comprises reflective reports written, during the first two editions of the Program, by the three residents, participants of the Multidisciplinary Group of Spanish/English Languages from the Department of Modern Foreign Languages (DLEM) of the Federal University of Paraíba (UFPB). The analysis is held by a qualitative-interpretative perspective (DENZIN; LINCOLN, 2006). The research is based on the theoretical-methodological framework of the Sociodiscursive Interactionism (ISD) (BRONCKART, 2008) and on concepts offered by the Work Sciences (AMIGUES, 2004; CLOT, 2010), also considering the assumptions of Applied Linguistics (LA) (MOITA LOPES, 2006; 2009) and the concepts of identity (BAUMAN, 2005; FRANK; CONCEIÇÃO, 2021; HALL, 2005; KLEIMAN; VIANNA; DE GRANDE, 2013), and teacher identity (BARKHUIZEN, 2017; GUEDES- PINTO; KLEIMAN, 2021; REICHMANN, 2012). The analysis demonstrates that the representations textualized by the residents reveal identities constructed based on the processes of interaction with the language actors and the appropriation of objects from the teaching dimension. In conclusion, the identity construction took place from a criticalreflexive perspective, revealing inclusive identities that turn sensitive and engaged eyes on their teacher practices.