Atividade de ensino e educação infantil: representações de duas professoras de língua inglesa acerca do seu métier na primeira etapa da educação básica

Abstract

In view of the recent increase in the offer of the English Language subject in the first stage of basic education in Brazilian private schools, as well as the growing demand for qualified professionals for meeting the audience needs, this thesis is dedicated to investigating the representations of two English teachers about their teaching job in the context of Early Childhood Education. The present study is developed in the light of the qualitative-interpretative research paradigm, once our corpus of analysis constitutes itself as a product derived from individual understandings about collective experiences in real performance scenarios, the school. Therefore, in order to generate the data, a Focus Group was initially conducted with the two teachers-collaborators, and the researcher. During the Focus Group, the teachers answered, orally, to the questions in the semi-structured interview script, which contained questions related to our research desires. Then, their answers were transcribed from the oral texts transcription system from Conversation Analysis (MARCUSCHI, 1986). In relation to the analysis of the text/discourse (BRONCKART, 1999) of the teachers-collaborators, it is supported by the theoretical and methodological approach of Sociodiscursive Interactionism (BRONCKART, 1999, 2006, 2008, 2015; MACHADO; BRONCKART, 2009; BRONCKART, BULEA-BRONCKART, 2017), in which its main focus is on the study of language and its relationship with human development. Furthermore, we based the discussion of our data on the principles that cross the Labor Sciences, especially Ergonomics and Clinic of Activity (MACHADO, 2004, 2007; CLOT, 2007, 2010; SCHWARTZ, 2007; BUENO, 2009), as well as on the contributions presented by researchers in the area of contemporary Applied Linguistics (CAVALCANTI, 1998; RAJAGOPALAN, 2006; MOITA-LOPES, 2006, 2009, 2013, among others), field in which this thesis is inserted. The results achieved by analyzing the text/discourse of the teachers-collaborators revealed a sensitive relationship with the pedagogical team related to the outsourced company to which these professionals provide services, as well as with the prescriptions coming from that collective in particular. However, although not so accentuated, we still noticed linguistic marks in their textualizations that enabled us to interpret more positively than negatively about the accompaniment that the teachers-collaborators received, also, by the collective constituted by their pedagogical coordinators, but, above all, by the other collectives that integrate the community of workers who work in the school where they carry out their teaching activity. In addition, the representations of these professionals showed the need to take into account, even in the initial training of English Language teachers, specificities that, until then, were considered characteristics of the undergraduate course in Pedagogy; moreover, their representations also pointed to an understanding of how far from the concept of bilingualism sustained from the perspective of Bilingual Education.