Professor de inglês ou professor de inglês educador na escola pública?

• Ano de defesa: 2008
• Autor(a) principal: Perez, Gemima
• Orientador(a): Celani, Maria Antonieta Alba
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
• Departamento: Lingüística
• País: BR
• Palavras-chave em Português: Educador; Escola pública; Formação de professor; Ensino-aprendizagem crítico; Língua inglesa; Aprendizagem; Professores de ingles > Formacao profissional; Lingua inglesa > Estudo e ensino
• Palavras-chave em Inglês: Educator; Public school; Development teacher; Critical teachinglearning; English language
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://tede2.pucsp.br/handle/handle/13976

The aim of this dissertation is to describe and interpret the phenomenon of being an English language teacher educator at a public school, under the perspective of those who lived it: the researcher and two colleagues, teachers of English in a state public school. In order to understand the manifestation of this phenomenon, the theorical basis of this research relied on the understanding of an English language teacher, as an educator, which leads him or her beyond the particularities of the discipline itself (Freire,1970,1987,1996; Celani,2001,2004; Kumaravadivelu,2003); on the critical view of teaching English language (Pennycook, 1998, 2001); on the concept of local knowledge ( Canagarajah,2005); and also on the development of scientific and spontaneous concepts of Vygotsky (1926/2001). Two teachers and the researcher, who is also an English language teacher, participated in this research which took place in two state public schools of S.Paulo, located in the outskirts of S.Paulo city. This research was carried out based on the hermeneutic phenomenological approach (van Manen,1990). It describes and interprets the focused phenomenon using the accounts of the participants lived experience, which were registered by means of the following instruments: interview; open ended questionnaires; narratives; video sessions and conversations. The task of interpreting the participants accounts of lived experience was based on the thematization recommended by van Manen (1990), and the systematization of the analytical procedure was based on Freire (2006). The results of the interpretation revealed that the phenomenon of being an English language teacher educator in a public school consists of three themes: Transmission , representing the importance given to transmiting the linguistic knowledge of the profession; Challenges , referring to the need to contextualize the knowledge taught, indiscipline the professional development; Demands , indicating the feelings, emotions and aspirations which are implied in the daily professional context