Construção identitária docente na e pela prática reflexiva no contexto do PIBID Letras- inglês

Abstract

By seeing people‟s actions around us, it is possible to notice that, somehow, everybody thinks and reflects about daily events. However, people do not necessarily critically reflect about them. The posture of critically reflect has been studied by researchers and professionals from distinct professional backgrounds. Schön (2000) questions vocational training in which theory and practice are unrelated. He also deconstructs the perspective of professionals who apply recipes and techniques for current problems, and he proposes a formation of professionals that critically reflect, considering factors from the practice, assuming a reflexive posture in the face of the context singularities in which they are inserted. Perrenoud (2002) embraces the reflexive paradigm for professional teaching training, highlighting a reflexive and analytical posture in and outside the classroom. Academic work on teacher practices (REICHMANN, 2013; PEREZ, 2013; FREITAS, MEDRADO, 2013) elicit teacher‟s reflexive practice, such as the writing of reflexive diaries and reports, attempting to understand even more the teacher‟s work. In this paper, we embrace the constitutive language perspective. It is in and through language that a teacher (re) builds his/her identity, the reality and the world and this identity is in continuous construction (TÁPIAS-OLIVEIRA, 2013). Given this, the main goal of this qualitative, interpretative basis research, is to analyze how the teaching identity of four teachers in initial formation is constructed in and by the reflective practices carried out in PIBID Letras-Inglês context. The aim was to describe these practices, identify recurrent themes in the teachers‟ reflective reports and correlate teacher identity and reflection. The analysis results show a reflexive posture about the teaching practice, pervading some aspects of the teachers‟ experience, such as difficulties and relationship with others, concluding that it is from verbal language, whether oral or written, that reflexive practice arises and it is related to teaching identity construction.