O professor de língua estrangeira: da reprodução das teorias estudadas à invenção de saídas singulares

• Ano de defesa: 2013
• Autor(a) principal: Freitas, Vilma Aparecida Botelho
• Orientador(a): Bertoldo, Ernesto Sérgio
• Banca de defesa: Miranda, Arlete Aparecida Bertoldo , Agustini, Carmen Lucia Hernandes , Tavares, Carla Nunes Vieira , Cavallari, Juliana Santana
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia
• Programa de Pós-Graduação: Programa de Pós-graduação em Estudos Linguísticos
• Departamento: Linguística Letras e Artes
• País: BR
• Palavras-chave em Português: Formação de professores; Língua inglesa Estudo e ensino; Formação de professores de LE; Representação; Sublimação
• Palavras-chave em Inglês: Foreign language teachers training; Representation; Sublimation
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/15288; https://doi.org/10.14393/ufu.te.2013.20

This thesis aims at analyzing how the movement happened from the position of Language course student to the position of English teacher of three participants: Laila, Mônica and Gabriela. This movement was analyzed, among other ways, from the change of representations about being a teacher, a student and teaching a foreign language, in two different moments: at the end of the supervised training of the Language course and two years after the beginning of the professional life. The corpus analyzed was organized and constructed from these two moments: from the supervised training reports presented as a conclusion work of the discipline Teaching Practice, in 2007; and from an interview recorded in audio, in 2009. The hypothesis which guides this study is that the beginning of the professional career of the participant teachers on this research will be marked by attempts to give answer, in a sublimated way, to certain questions of teaching and learning matters which were part of their own histories in learning a foreign language. For both, we made the following methodological route: we identified and analyzed 1) the marks that their stories in learning English left in the construction of the representations of being a teacher, a student and teaching a foreign language; 2) the effects of those representations for teaching; and, 3) the factors that may have produced some kind of change in the relation of these teachers with the studied theories. In order to develop this research, we appealed to the notion of pulsion (Freud); sublimation (Freud); representation (Freud-Lacan); subjectivity (alienation and separation Lacan); discourse (social bond Lacan) to compose our theoretical framework. The analyzes allowed us to realize that the participants of this research took for themselves these theories in a singular way, because their personal histories were determinant for this; the three teachers readdressed some of their questions in learning or teaching English, in a sublimated way, when they initiated in teaching; despite they have experienced some effects due to the limit of formation, nevertheless, the answers they gave to some situations experienced in the classroom, we observed that the Other from the academic formation was remained consistent, after two years exercising the profession.