A Escrita do professor de inglês em formação: indícios de conhecimentos a respeito da aula e da escrita acadêmica

Abstract

Understanding the teacher's relationship with the knowledge proper to teaching implies how it is constituted from language's “dialogism”, of what Foucault (1972) calls “file”, or “discursive heterogeneity” (shown and constitutive) according to Authier-Revuz (2004). Dialogic writing, manifested in internship reports, has a double movement, since it allows the trainee student to reflect and expose his knowledge about the profession. The academic character of this writing is a document that serves as the culmination of an entire study developed during the undergraduate course, which is responsible for building learning for a professional teaching practice of the student of English Letters, at the end of his university course. This document serves as an indicator that reflects your training as a teacher. In this thesis, we are interested in investigating the training of English teachers in two dimensions: that of didactic knowledge that underlies the teaching of the language and that of mastering the processes of producing academic text. Our general objective was to discuss how the relationship of the teacher in training with the knowledge that underlies his work materialized in his writing on teaching practices. More specifically, we seek to know how these trainees produce an academic text, observing their way of describing the observed classes, the way they reveal their didactic knowledge, the mechanisms they use for the construction and production of reports, as well as the way they produce their reflections. We adopted a discursive perspective, focused on the analysis of the French line discourse, based on Foucault (1972), mainly on issues involving the statement. For this, we analyzed excerpts from reports of Supervised Internship students of the English Language Course at the Faculty of Modern Foreign Languages at the Federal University of Para. The results show evidence that the students' writing reveals preconceived positions, marked by beliefs about the profession, indicating the difficulty of the interns in issues related to standard language, academic writing and acquired knowledge, which implies inability, as discourse subjects, in clearly positioning themselves in their area of formation through writing. We found evidence of a subject who occupies three positions in the discourse: a paradoxical one, due to the way he reports his teaching experiences, revealing an image incompatible with the most experienced institutional place of the language; one a-scientific, giving rise.

Discourse analysis