Narrativas e representações de professores de inglês da rede pública municipal de São Paulo
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Data
2024-02-29
Autores
Silva, Gabriela Dantas Cristino da [UNIFESP]
Orientadores
Megale, Antonieta Heyden [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
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Resumo
O objetivo geral desta pesquisa foi investigar como aspectos particulares das identidades profissionais de seis docentes de língua inglesa, atuantes nos anos iniciais da rede pública da cidade de São Paulo, são construídos e configurados. Para tanto, analisamos como os participantes da pesquisa articulam narrativas sobre si mesmos e representam: (i) seu repertório linguístico; (ii) seu percurso formativo; e (iii) sua prática docente. A presente investigação foi executada de acordo com as orientações da pesquisa qualitativa, explicativa, por meio da análise de narrativas geradas por entrevistas semiestruturadas e pelo relato do retrato linguístico, gravados, de forma presencial com as participantes da pesquisa. A base teórico-metodológica desta pesquisa foi o conceito de narrativas multimodais (Busch, 2006, 2010), na qual a narrativa autobiográfica do participante está intrinsecamente ligada ao seu retrato
linguístico. A fundamentação teórica baseou-se em autores como Abreu (2009), Barcelos (2006) e Marzari; Gehres (2015), na discussão sobre o ensino de língua inglesa na rede pública municipal de São Paulo; Busch (2006, 2010, 2012, 2015), Blommaert e Backus (2011, 2013), Megale (2012, 2017, 2018, 2021), Rocha e Megale (2021), que discorrem sobre repertório linguístico; Megale (2017), Moita Lopes (2001), El Kadri (2010) e Figueiredo e Noronha (2010), Hall (2005), que refletem a respeito da construção das identidades; e, ainda, Hall (2016) e seus estudos sobre representações. As etapas para geração de dados foram, inicialmente, a produção das narrativas dos professores com base em perguntas disparadoras quanto à sua
trajetória acadêmica e profissional. Em seguida, os professores participantes da pesquisa foram convidados a desenhar seus retratos linguísticos, conforme preconiza Busch (2006, 2010), e, por fim, produziram uma narrativa oral a partir dessa produção. Para a análise das narrativas, buscamos as representações construídas e reveladas em seus relatos a partir de Hall (2016), Nascimento (2020), El Kadri (2014), S. Silva (2011), Woodward (2011), H. Santi e V. Santi (2008), Pimenta (1998), P. Silva (2013), Cunha (2014), Baladeli (2015) e Cunha (2012). Com a conclusão da fase analítica, os
resultados destacam como um processo de inserção do professor de língua inglesa precisa ser mais claro no que se refere aos editais para concursos públicos para o cargo de professor de língua estrangeira, assim como a oferta de cursos de formação para os egressos da rede. Além disso, os cursos de licenciatura, em especial, o curso de Letras não atinge as expectativas das professoras no que diz respeito a formação linguística necessária para atuação como docente de língua inglesa, assim como não abrange o ensino de metodologias de ensino adequadas para lecionar inglês para estudantes dos anos iniciais. Dessa forma, este estudo visou apresentar contribuições à educação linguística brasileira ao mapear a identidade profissional de um grupo das
professoras de inglês da rede pública municipal de São Paulo e identificar possíveis temas para estruturação de cursos de formação partindo do contexto dos docentes.
This research aims to investigate how specific aspects of the professional identities of six English language teachers, working in the early years of the public school system in the city of São Paulo, are constructed and configured. To achieve this, we analyzed how the research participants articulated narratives about themselves, addressing: (i) their linguistic repertoire; (ii) their formative trajectory; and (iii) their teaching practice. This investigation followed the guidelines of qualitative, explanatory research, involving the analysis of narratives generated through semi-structured interviews and linguistic self-portraits, recorded in-person with the research participants. The theoretical and methodological foundation of this research was the concept of multimodal narratives (Busch, 2006, 2010), in which the participant's autobiographical narrative is intrinsically linked to their linguistic self-portrait. The theoretical framework drew on authors such as Abreu (2009), Barcelos (2006), and Marzari and Gehres (2015) in the discussion of English language teaching in the municipal public school system of São Paulo; Busch (2006, 2010, 2012, 2015), Blommaert and Backus (2011, 2013), Megale (2012, 2017, 2018, 2021), Rocha and Megale (2021), addressing linguistic repertoire; Megale (2017), Moita Lopes (2001), El Kadri (2010), and Figueiredo and Noronha (2010), Hall (2005), reflecting on identity construction; and Hall (2016) and his studies on representations. The data generation process involved the initial production of teachers' narratives based on prompting questions regarding their academic and professional trajectory. Subsequently, the participating teachers were invited to create their linguistic self-portraits, following Busch's recommendations (2006, 2010), and finally, they produced an oral narrative based on this self-portrait. For the analysis of the narratives, we sought to explore the representations constructed and revealed in their accounts, drawing on works by Hall (2016), Nascimento (2020), El Kadri (2014), S. Silva (2011), Woodward (2011), H. Santi and V. Santi (2008), Pimenta (1998), P. Silva (2013), Cunha (2014), Baladeli (2015) and Cunha (2012). With the conclusion of the analytical phase, the results highlight how the integration process of English language teachers needs to be clearer regarding public job announcements for foreign language teaching positions, as well as the provision of training courses for graduates from the educational system. Additionally, undergraduate courses, especially the Letters program, do not meet the teachers' expectations regarding the necessary linguistic training for teaching English, nor do they cover suitable teaching methodologies for teaching English to elementary school students. Thus, this study aimed to contribute to Brazilian language education by mapping the professional identity of a group of English teachers in the municipal public school system of São Paulo and identifying possible themes for the structuring of training courses based on the context of the teachers.
This research aims to investigate how specific aspects of the professional identities of six English language teachers, working in the early years of the public school system in the city of São Paulo, are constructed and configured. To achieve this, we analyzed how the research participants articulated narratives about themselves, addressing: (i) their linguistic repertoire; (ii) their formative trajectory; and (iii) their teaching practice. This investigation followed the guidelines of qualitative, explanatory research, involving the analysis of narratives generated through semi-structured interviews and linguistic self-portraits, recorded in-person with the research participants. The theoretical and methodological foundation of this research was the concept of multimodal narratives (Busch, 2006, 2010), in which the participant's autobiographical narrative is intrinsically linked to their linguistic self-portrait. The theoretical framework drew on authors such as Abreu (2009), Barcelos (2006), and Marzari and Gehres (2015) in the discussion of English language teaching in the municipal public school system of São Paulo; Busch (2006, 2010, 2012, 2015), Blommaert and Backus (2011, 2013), Megale (2012, 2017, 2018, 2021), Rocha and Megale (2021), addressing linguistic repertoire; Megale (2017), Moita Lopes (2001), El Kadri (2010), and Figueiredo and Noronha (2010), Hall (2005), reflecting on identity construction; and Hall (2016) and his studies on representations. The data generation process involved the initial production of teachers' narratives based on prompting questions regarding their academic and professional trajectory. Subsequently, the participating teachers were invited to create their linguistic self-portraits, following Busch's recommendations (2006, 2010), and finally, they produced an oral narrative based on this self-portrait. For the analysis of the narratives, we sought to explore the representations constructed and revealed in their accounts, drawing on works by Hall (2016), Nascimento (2020), El Kadri (2014), S. Silva (2011), Woodward (2011), H. Santi and V. Santi (2008), Pimenta (1998), P. Silva (2013), Cunha (2014), Baladeli (2015) and Cunha (2012). With the conclusion of the analytical phase, the results highlight how the integration process of English language teachers needs to be clearer regarding public job announcements for foreign language teaching positions, as well as the provision of training courses for graduates from the educational system. Additionally, undergraduate courses, especially the Letters program, do not meet the teachers' expectations regarding the necessary linguistic training for teaching English, nor do they cover suitable teaching methodologies for teaching English to elementary school students. Thus, this study aimed to contribute to Brazilian language education by mapping the professional identity of a group of English teachers in the municipal public school system of São Paulo and identifying possible themes for the structuring of training courses based on the context of the teachers.