Contribuições do diário de bordo para a formação e prática docente: uma análise dos registros de bolsistas de iniciação à docência do PIBID-inglês-UFCG.

Abstract

In the globalized world we live in, the labor market has increasingly demanded ESL teachers who are critical and reflexive capable of developing a pedagogical practice focused on improving the teaching and learning process. In that way, it becomes indispensable that the initial training of this professional provides a foundation for the construction of skills in order to improve the quality of his work in the more diverse educational contexts since the impact caused to the teacher by the experiences experienced in the initial stage of the career is decisive for the development of his identity. Based on this principle, the Institutional Program for Scholarship to Teachers (PIBID) offers undergraduate students a significant contact of experience with the school environment, in order to ensure the preparation of professionals who acquire a greater reflection on the pedagogical and the teacher. In that way, this descriptive qualitative research aims to present the Diary as a relevant tool for the critical-reflexive development of the pedagogical action of English language teachers in formation. For the purpose, we used scholarship discourses from the PIBID-English subproject of the Federal University of Campina Grande, located in the city of Cajazeiras – Paraíba, which are included in the Diaries. These documents were produced as a requirement of the subproject in question, to systematize in written records the activities developed in the program. We assume that the writing of this genre contributes to a better teacher training. As a main theoretical reference, we present Perrenoud´s (2000), Leffa (1998, 2001), Marcuschi (2008, 2010), Bronckart (1999, 2006, 2011), Liberali (1999), Pórlan e Martin (2001), among other scholars in the area. The research results show that, at the level of an instrument of reflection, of training, the writing of the Diaries has a positive impact on the construction of the professional identity, since the act of reflecting on the pedagogical practice itself provided the future teachers of English with an expansion of professional self-knowledge and a deepening of knowledge tangent to the field of teaching.