Histórias sobre o ensino de Língua Inglesa reveladas no relato autobiográfico: um estudo de caso à luz da pesquisa narrativa

Abstract

The present work aims to analyze how professional identity is constructed in the autobiographical report, produced by a beginning teacher in the light of the theoretical and methodological principles of Narrative inquiry, in the Supervised Internship I of the English Language Course (e-learning) at Federal University of Paraiba. For this, this research is based on the studies about Foreign language teachers education (BRASIL, 1998; ROCHA; BASSO, 2008;), Supervised Internship (PIMENTA; LIMA, 2004, 2012); and Narrative Inquiry (CLANDININ; CONNELLY, 2000; CONNELLY; CLANDININ, 2004; CLANDININ, 2007) whose focus is on the study of human experience. This case study of a biographical and qualitative nature, reveals, through an autobiographical report, the educational path and stories experienced by a beginning teacher. The results demonstrate the role of autobiographical report in the (re) construction of teacher identity in contexts of initial teacher education, as in the case of the Supervised Internship.