Autobiografias de leitor e plurilinguismo: um estudo sobre a formação de professores de línguas e literaturas.

Abstract

This research is guided by two investigative issues raised in our master’s research (MORAIS FILHO, 2020). The first concerns the lack of knowledge by most teachers of foreign languages (FL) of plural teaching approaches. The second refers to the distance that some FL teachers seem to have with respect to the literary text (TL). From these research issues, we formulate the following research questions: What are the representations teachers of FL and students of Modern Foreign Letters (MFL) on the role of L1 and other FL in teaching the target language? What is the relationship of MFL students to literary reading and, consequently, what is the place of literary reading in FL in the formation of these subjects? What are the contributions of plural teaching approaches and the production of readers' autobiographies in the training of foreign language teachers? To answer these questions, our general objective is to: Analyse the teaching representations of students in MFL and teachers of FL to know their relationship to literary reading, as well as to investigate the reverberations of plural approaches and the production of readers' autobiographies in the training of language teachers and literatures. Therefore, the specific objectives are: a) Analyse the teaching representations of students in MFL and teachers of FL; b) Identify the relationship of these subjects to reading, in particular literary, through their readers' autobiographies and, consequently, knowing the place of reading in FL in the formation of these subjects; c) investigate the contribution of plural approaches and the production of readers' autobiographies in the training of language teachers and literatures. To do this, we have conducted action research, through training on plural approaches to students and teachers. The foundations that guide this research are those of the didactics of literature (ROUXEL, 2013; LEDUR; DE CROIX, 2005; BEMPORAD, 2020; LOUICHON, 2022; PETIT, 2009) and the didactics of multilingualism (DEGACHE, 1997; COSTE; MOORE; ZARATE). 2009; CADDEO; JAMET, 2013; CANDELIER et al., 2009). The results show that the existing gap in the curriculum of MFL training, concerning the plural teaching approaches, has repercussions in a monolingual teaching representation. We have also identified that the contact with plural approaches had very positive impact on the teaching representations of the participants. In addition, we identified that most participants like literature, but do not have enough time to have a more assiduous practice of reading literary works. Furthermore, we have identified that FL literature is a motivator for learning the target language for many participants, being, in addition to an intercultural learning object, a language learning tool.