Teses em Letras (Doutorado) - PPGL/ILC

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/6713

O Doutorado Acadêmico iniciou-se em 2012 e pertence ao Programa de Pós-Graduação em Letras (PPGL) do Instituto de Letras e Comunicação (ILC) da Universidade Federal do Pará (UFPA).

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Acesso aberto (Open Access)
Emergência da identidade profissional na formação inicial de professores de inglês: um estudo sob o viés da teoria da complexidade
(Universidade Federal do Pará, 2020-09-30) GAIGNOUX, Kelly Cristina Marques; SILVA, Walkyria Alydia Grahl Passos Magno e; http://lattes.cnpq.br/6129530461830312
The process of becoming a teacher of an additional language reveals different faces. In the contemporary world, it is a challenge to foster reflective and critical professionals who can question themselves as social and professional individuals, the ones that are always problematizing reality to take a stand politically, culturally, and economically in the contexts they work. Thus, this research proposes as a general objective to comprehend the development of the professional identity in English Language undergraduate students from the campus of the Federal University of Pará in Bragança (PA), during the last four academic semesters, from the perspective of Complexity Theory. To substantiate our discussion on the notions of subject and identity, we sought support in the studies of Bakhtin (2006 [1929]), Bauman (2005), Block (2007), Giddens (2002), Hall (2006), Moita Lopes (2002), and Resende (2009). In the field of professional identity, we concentrated on the writings of Tardif (2014 [2002]), Pimenta (2010), and Pimenta & Lima (2012). On the paradigms in teacher training and apprenticeship concepts, our discussion is underpinned by Ghedin (2006), Libâneo (2006), Pimenta (2006), and Pimenta & Lima (2006). In the scope of English teacher education, the researches of Burns (2017), Freeman (2002), Freeman, Orzulack & Morrissey (2009), Graves (2009), Gimenez & Furtoso (2008), Johnson (2009a; 2009b), Paiva (2003), Richards (2002), among others, led the discussion around teaching concepts, the knowledge base in second language teacher education, and the English Language program. The studies by Almeida Filho (2005 [1993]), Bandeira (2015), Basso (2001), Bricks (2019), Coelho (2019), Lima (2013), Sant'ana (2007; 2017), Santana (2005), Santana & Ortiz Alvarez (2015), and Souza & Souza (2013; 2015), regarding competencies, also underlay our reflections. As regards the beliefs, we are endorsed by Barcelos (2006a; 2007; 2011; 2015). Perceiving the initial teacher education as a complex adaptive system, we sustain our discussion in Bertalanffy's (2009 [1968]) General Systems Theory, in Larsen-Freeman and Cameron (2008) on Complex Adaptive Systems, and in Borges (2016), whose chaotic model of reflective development of the additional language teacher’s professionalism helped us understand the reorganization of the last two apprenticeship terms. We applied a qualitative approach from an ethnographic perspective, focusing on the participants' experiences. Case study and documentary research were our methodological procedures. The data were constituted from narratives, apprenticeship reports, lesson plans, and daily audio recorded by the nine participants of this research. The results showed that, in the learning-teaching system dynamics, beliefs emerge as their trajectory’s most influencing elements. In the interaction with other systems, such as apprenticeship, school, and teaching, these beliefs expand in the learning-teaching system. Different attractors are evident in the teaching system, especially in the construction of the methodology applied by the participants. Moreover, in the professional identity system, we notice attractors related to the construction of teachers’ knowledge and competences. The data also revealed that the traditional model of supervised apprenticeship, supported by the course pedagogical syllabus, is not ideal for the development of a professional identity that aims at the critical reflection. However, the interaction of the learning-teaching system with other systems favored the participants’ action and brought out possibilities of new paths and initial conditions.
Acesso aberto (Open Access)
La enseñanza del español en el sistema universitario brasileño: propuesta para una buena práctica docente
(Universidade Federal do Pará, 2014-11-20) CARRERA, Carlos Cernadas; RODRÍGUEZ YÁÑEZ, Xoán Paulo; FAIRCHILD, Thomas Massao; http://lattes.cnpq.br/1771292039081039
The growing interest in teaching Spanish language in Brazil, and the subsequent need to train teachers in this language, is making Higher Education institutions to consider the adequate strategies to provide with the necessary formation for future teachers. The overall aim of the present study is to analyze, from the perspective of the cited authors, the implications of the teaching methodologies in the development of the teaching-learning process in those subjects that specifically address the teaching of Hispanic Language and Culture Studies in the BAs offered two universities - the Universidade Federal do Pará and the Universidade da Amazônia, both of them located in the city of Belém, in the state of Pará (Brazil). Taking this as the point of departure, a series of questions were formulated. These questions were addressed to teachers and students, whose feedback served as an orientation for this study. The methodological approach adopted is based upon the principles of perspective, one that took into consideration the quantity and quality of phenomenological paradigmatic postulations, along with descriptive and analytical procedures regarding a three-fold approach to methods and subjects as a way of integrating the different aspects of the study. Teachers and students from the aforementioned institutions participated in this research. Data was collected via documentary analysis, questionnaires that included open and closed questions, and semi-structured interviews. The responses to the closed questions included in the questionnaires were analyzed according to descriptive statistical procedures, and the responses to the open questions and interviews were analyzed with specific procedures of content analysis. The results revealed that teaching practices have some critical points that must be considered, mainly regarding the planning of the material, the evaluation process, and the infrastructure and relational climate. However, these difficulties do not constitute an insurmountable problem, above all because other aspects were positively rated by teachers and students, especially those related to working with contents, methodological procedures and the use of teaching resources. In general, there is a clear positive reaction regarding the teaching practice from both institutions. Some recommendations flourish from the analysis of these results. These may contribute to assist a process of reflection of the community involved with the aim of improving the teaching practices of the BA in Spanish in the Brazilian higher educational system.