O programa inglês sem fronteiras e a formação docente : expandindo os espaços de formação inicial

Abstract

Teacher development is perceived as a complex process, and has been studied through various theoretical-methodological perspectives. This study, anchored in the Applied Linguistics field, aims at discussing English teachers’ initial teacher education, in a Brazilian public university in the Northeast of the country, within the context of the Languages/English without Borders Program (MEC/CAPES/SESu). More specifically, we seek to investigate the representations of a Languages/English without Borders’ trainee (scholarship holder), a Letras/English undergraduate student, and analyse the program’s impact on her teacher development process. Texts produced through an Instruction to the Double interview (CLOT, 2007) are analysed based on the teaching work concepts and definitions, under the Socio-discursive Interactionism perspective (MACHADO, 2007). The text analysis points out to the English without Borders Program as a unique, positive, and expansive teacher development space, promoter of teacher learning and development. It is also observed that the work activity of teaching emerges, in the teacher’s discourse, as situated, mediated, interactional, transpersonal, interpersonal, and conflictive (MACHADO 2007). At last, it is observed the contributions of the methodology applied to the analysis of practices is observed as intensifier of the participant teacher’s reflection.