(Re)construção de identidades de cinco professoras de Francês Língua Estrangeira (FLE) no Estágio Supervisionado

Abstract

Teacher training encompasses a series of factors that start from basic education and are closely linked to the individual experiences of each teacher, in addition to the particularities of each workplace. This complexity of teacher education is so vast that it is impossible to cover all aspects simultaneously. Teacher training is therefore an essential process, which involves mastering curriculum content and developing pedagogical, social and emotional skills, fundamental to promoting an effective learning environment. This research was built on theoretical foundations in the paradigms of Applied Linguistics developed from an interdisciplinary perspective. Its development is therefore based on theoretical principles from Critical Pedagogy, based on authors such as Freire (2001, 2011, 2011a, 2018, 2020), Giroux (1988); Critical applied linguistics, based on Pennycook (1998, 2001, 2003, 2004, 2006), Moita Lopes (2002, 2003, 2006, 2006a); and social studies, based on Hall (2012, 2020) and Woodward (2012). This research, described as qualitative, is configured as a case study, according to the vision of Denzin and Lincoln (2006), Flick (2006) and Trivino (2019), carried out with five teachers in initial training, as part of the course of Portuguese-French letters. It aimed to investigate and analyze how the identities of these future teachers were (re)constructed throughout the course, particularly during the supervised courses in French as a Foreign Language I and II. Questionnaires, classroom observations, internship reports, audio recordings, stories and interviews were used to collect data. Based on the data, it was possible to verify that identities are complex, contingent and non-linear elements. They are precarious, changing and are continually in the process of renegotiation (Rajagopalan, 2003). Furthermore, the research made it possible to identify several types of identities, such as that of student-apprentice, teacher in initial training-trainee and language teacher. It was also possible to verify that the supervised internship is a space conducive to the (re)construction of identities. The relevance of this study lies in the fact that it can contribute to improving the quality of teaching and learning of the French language or any other language, as those who teach and learn a new language s engage in a process of redefining their identity and this new person emerges precisely from contact with the other. Thus, they emerge as new people, shaped by their interactions with others, while remaining true to their essence, but in a redefined and remodeled form.