Impacto do PIBID - Letras Inglês e da Extensão em Língua Inglesa para a formação docente.

Abstract

This research seeks to verify the way how students from the UFPB’s Letras – Inglês graduation course see spaces for teacher training (specifically the subproject PIBID English - Language and the project of extension – English language for the community) inside the course, approaching the meaning given from its (ex)members to the experiences lived inside these projects. To investigate those experiences, this research makes use of a survey elaborated, applied and analyzed, where the (ex)members of these projects answered questions about their participation and how these projects influenced their teacher training. This research seeks theoretical support with authors whose works approach professional identity formation (PIMENTA, 2000), construction of knowledge (VYGOTSKY and ROGOFF, 1990 [2001]) and teacher identity (TARDIF e SILVEIRA, 2001 [2006]), in addition to professional training (NÓVOA, 1995). The results generated by this research show how beneficial the presence of spaces like these are to the graduation course, in an attempt to call attention to the need of maintenance and expansion of these projects, in order to allow the opportunity of participation in these projects to more students, who shall be enriched with what these projects have to offer.