A influência das crenças no ensino e aprendizagem de língua inglesa: análise de relatos de estágio supervisionado.

Abstract

The research on beliefs about the language teaching and learning process in Brazil is relatively new. Such studies are focused on the investigation of phenomena related to language and how teachers and students have understood the aforementioned process. One of the aspects that have contributed to the development of researches in this area concerns the reflexive chain provoked by its discussions about teaching practice, especially in the initial training of language professionals. In that way, this study aims to identify the beliefs about the language teaching and learning process of a group of graduates of the English Language and Literature Course, of the Federal University of Campina Grande (UFCG), located in the city of Cajazeiras – Paraíba. For that, we used the future teachers‟ discourses present in their reports produced at the end of the Supervised Internship IV course, completed in the 2016.2 teaching semester. These documents are characterized by the large number of personal information in which the trainees report their impressions about teaching practices and how they believe that the teaching and learning of a foreign language process in the public school happens, thus building their professional identity. We assume that the beliefs about learning English carried by those future teachers influence on how they will teach the language they have learned. As a main theoretical reference, we present Marin's (2003, 2004) notes on the contributions of pedagogical practice in supervised internships for teacher education, Barcelos (1995, 2000, 2001, 2004, 2006, 2007, 2013) who discusses the influence of the beliefs in the teaching and language learning process, besides the considerations of Silva (2012, 2013) regarding the characterization of the textual genre internship report. The research results show that, in fact, the beliefs about language learning that the analyzed students carry influenced in the way they planned and executed English lessons they taught in the internship.