A projeção do ethos na iniciação à docência: proposta de análise da imagem do professor em formação no PIBID-Letras da UFBA

Abstract

This research aimed to analyze the projection of ethos in the discourse of Teaching Initiation Scholarship Holders (Bolsistas de Iniciação à Docência - ID) of the Institutional Program for Teaching Initiation Scholarships (PIBID – Programa Institucional de Iniciação à Docência) from the Institute of Letters of Universidade Federal da Bahia (UFBA). We sought to analyze the proposal for teacher training at PIBID through calls from CAPES – Comissão de Aperfeiçoamento de Pessoal do Nível Superior (Commission for the Improvement of Higher Education Personnel) and also calls from UFBA; reflect on the concept of ethos, with regard to the different conceptions addressed by authors in the field, listing ethos from rhetoric to ethos in the context of linguistics, to understand the ethé projected by ID scholarship holders during their experience in teacher education; observe the practice of PIBID Letras from UFBA and analyze the discursive and pre-discursive ethos, mentioned ethos and shown ethos by ID scholarship holders and their perceptions about initial teaching training, and also proposing a new way of evaluating the program's teacher training through the speeches of ID scholarship holders. Texts produced by ID scholarship students were investigated, whose discursive genres refer to personal notes, scientific article, logbook, lesson plan, activity plan, report and summary, in order to analyze the ethos projection revealed in the enunciated statements, also considering the context of the scholarship holders in times of training and teaching practices. For the development of this work, the theoretical assumptions of Discourse Analysis were used, with respect to the notions of ethos proposed by Maingueneau (2005, 2008, 2008a, 2013, 2015). The research has an interpretive qualitative nature, with an exploratory feature, composed of corpora that consist of texts produced by ID scholarship holders during teacher training. The study was developed from a bibliographic survey of theoretical categories, based on the ethos for Discourse Analysis. This research showed that the educational process and the teaching practice of PIBID contributed to the disclosure of the observer ethos and of the future teacher; it also revealed scholarship holders different positions regarding the same methodology adopted by the teacher in the classroom. It was also possible to identify that in the texts with formal discourses, ethé of future teachers engaged in educational subjects and in the teaching of Portuguese language were projected, differently from the texts with informal discourses, in which the scholarship holders criticized the program and the methodology used by the teacher. Beyond that, it was identified that the reports charged by the program were not enough to assess the fellow in relation to her/his teacher training, as this discursive genre aims to reach a specific target audience, based on a technical format, which makes it difficult for the fellows to present their critical comments to the program, since they seek to show the best version of themselves as future teachers, as they know that they are evaluated through these documents.