Formação de professores em contextos bilíngues no Brasil: um estudo do currículo de docentes em escolas bilíngues na cidade de São Paulo

• Ano de defesa: 2021
• Autor(a) principal: Costa, Renato Izídio da
• Orientador(a): Coelho, Patricia Margarida Farias
• Banca de defesa: Tardelli , Denise D’Aurea, Medina , Irene Garcia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de Sao Paulo
• Programa de Pós-Graduação: Educacao
• Departamento: Educacao:Programa de Pos Graduacao em Educacao
• País: Brasil
• Palavras-chave em Português: Educação; Ensino; Formação de Professores; Bilinguismo; Língua Inglesa
• Palavras-chave em Inglês: Education; Teaching; Teacher training; Bilingualism; English language
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/2128

This dissertation addresses the training of teachers working in bilingual teaching in the city of São Paulo After all, what is the relationship between bilingual teaching practice in Brazil and specific teacher training for this teaching model? We will demonstrate that there is a misstep between the training of teachers working in bilingual education and what is required as a minimum formative condition for the implementation of a qualified teaching-learning process. Based on the qualitative analysis and quantitative of the teaching curriculum of twelve teachers from three bilingual schools in the city of São Paulo, of teaching menus and plans and bibliographic revision, the present research seeks to achieve four specific objectives, namely: (i) to make a temporal cut from a mapping, from the years 2015 to 2019, of what has been discussed about bilingualism in Brazil; (ii) to verify teacher education in different disciplines that work in bilingual schools in the city of São Paulo; (iii) demonstrate educator perspectives and training in different areas of bilingual education through curriculum analysis; (iv) verify how the bilingual teaching modality has been understood in the teacher's work. Such investigation is justified based on the conditions of teaching practice in view of the new forms of organization of life and work, brought about by the intensification of socio-cultural interactions in the historical context of globalization at the end of the 20th century, which determined new perspectives in the formative scope of teachers and in dynamics of bilingual teaching-learning processes. Bilingual teaching is characterized as teaching-learning that operates simultaneously in relation to two languages: the native language and the foreign language. Thus, when approaching the training of teachers working in bilingual education, we adopt the primacy of the English language due to the degree of importance that it assumes as the main foreign language in the country, profusely taught and required in educational institutions and, as a consequence, in the posts formal working conditions. The theoretical framework that supports this research are the studies on bilingualism and bilingual education by Hamers and Blanc (2000), Mackey (2000) and Megale (2005), anchored in the studies of methodology by Gil (1999) and Knechtel (2014). To deal with teacher training, we anchor our arguments in discussions developed by national authors that broadened and built our line of thought, among which we highlight: Libâneo (1983), Nóvoa (1995), Pepper (1999), Pimenta (1999), Tardiff e Lessard (2004), Gatti (2013) e Saviani (2011). The bibliographical discussion aims to deepen the investigation of the proposed thematic approach from an interdisciplinary perspective. As a result, we see the contribution of what is understood about the teaching of bilingual education in the Brazilian context, we understand the trajectory and teacher training from the perspective of bilingual education, demonstrating the greatest challenges highlighted by teachers who work with bilingualism in different disciplines. The expected results are as follows: (a) contribution on what is understood about teaching bilingual education in the Brazilian context; (b) understanding of the teacher's path and training in the perspective of a bilingual education; (c) demonstrating what are the biggest challenges highlighted by teachers who work with bilingualism in different subjects. we are able to understand that, in fact, experiences and continuous training establish a great differentiation in the life of the professional who wants to remain inserted in the job market.