Identidade docente na formação inicial de professores de inglês: um sistema adaptativo complexo.

Abstract

Much has been written about pre-service teacher education, but few studies approach the subject with a view of this training under the paradigm of complexity. Therefore, this paper aims to show how the complex development of teaching identity occurs in pre-service teacher education. To do so, the trajectories of nine students of the English Language Program, at were analyzed during four semesters of supervised internship. The studies of Complex Adaptive Systems (Larsen-Freeman; Cameron, 2008) helped to understand the construction of professional identity (Hall, 2006; Pimenta, 2012; Resende, 2009). Besides, the role of beliefs is inevitable in this discussion (Barcelos, 2006a). The method adopted was the narrative research and the case study in an ethnographic perspective. Results showed that the emergence of the teacher identity, as a complex adaptive system (SAC), occurs mainly through the intervention of the belief system, which acts as a catalyst of the learning-teaching system (SAE) and other nested systems that collaborate for the construction of teaching knowledge and skills. The interaction between student and teacher identities revealed possibilities and new initial conditions that yield to different trajectories for the development of professional identity.