A leitura como ferramenta de formação identitária docente e discente: uma análise a partir do plano de atividades do subprojeto PIBID letra-língua inglesa.

Abstract

The English language learning nowadays takes an important role in relation to the many positive effects of its learning, such as: access to information, professional enhancement, socialization and cultural reflection. Against these factors, grammar-based English teaching no longer suits the recommendations of official documents such as the BNCC and the PCNs. In the current context, the acquisition of this language needs to be developed having communication, formation of meanings and textual interpretation as starting points. Thereby, from the reading and exploration of different textual genres, the teacher can be able to develop critical, interpretive and active learners in their historical context. Therefore, in order for the teacher to achieve these goals, his initial training needs to be well developed, presenting the theory as a support for the practice, in constant reflection. Based on this principle, the Institutional Scholarship Initiative Program (PIBID) provides undergraduate students with direct contact with the school environment and the classroom, ensuring that there is a greater reflection on the various aspects that surround teaching, contributing to the identity formation of the teacher and to a more grounded future professional practice. This qualitative-interpretive research aims to analyze the PIBID’s Activity Plan of the Subproject - English Language from CFP-UFCG, the document that establishes the actions developed in the project, and it will show that the reading vision as an instrument of identity construction in the process of teaching and the learning English Language, based on the experience from PIBID, contributes to a better teacher education, with more solidly grounded actions in the classroom.