Os revezamentos do discurso teórico na prática de ensino de língua inglesa

• Ano de defesa: 2003
• Autor(a) principal: Martins, Antônio Carlos Soares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Análise do discurso; Teoria e prática; Formação de professores; Prática de ensino; Língua estrangeira; Theory and practice; Teaching practice; Teacher education; Foreign language; Discourse analysis; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA; Língua inglesa - Estudo e ensino - Falantes de português, [Espanhol, etc.]; Professores - Formação
• Link de acesso: https://repositorio.ufu.br/handle/123456789/29790; http://doi.org/10.14393/ufu.di.2003.45

This dissertation aims at contributing to the discussions about the English teacher education, through the analysis of the relation between theory and practice in the Teaching Practice course. The starting point of this research is the hypothesis that there is a dichotomy in the relation between these two elements in the teaching practice, since the course is also structured in this way, presupposing one moment in which the theoretical knowledge is acquired and another in which it would supposedly be applied in another context. The analysis was done according to the French Discourse Analysis tradition, in order to verify the discursive relation that determine the teacher education process and the relation between theory and practice in this context. We have shown that, in the discursive game that is established in the teacher education process, the theoretical foundation is not questioned, but taken as the truth that should guide the pedagogic practice of the pre—service teacher. Results have shown that, as a consequence of this conflicting relation, the student teachers see theory and practice as separate elements, which makes them say that the theories studied in the course are not adequate to their classroom. This indicates that it is necessary to rethink the relation between theory and practice in the teacher education programs, denaturalizing the existing dichotomies so that the teacher education could be more efficient.