O PIBID de língua inglesa em Conceição do Coité: trajetórias e a construção de uma identidade crítica do docente em formação

Abstract

This thesis addresses the teacher training process that occurred during the Institutional Program for Teaching Initiation Scholarships (PIBID) in English Language undergraduation course/State University of Bahia/Campus XIV, during the period in which I was the project coordinator, between 2015 and 2017. Therefore, this research includes questions about the critical training of future teachers and the possible impacts of this training, offering a new perspective, under a theoretical analysis of multiliteracies (GNL, 1996; Rojo, 2012; Cope; Kalantzis, 2008; Kalantzis; Cope; Pinheiro, 2020), understood as an umbrella term that can incorporate issues of critical interculturality (Walsh, 2013; Oliveira, 2018; Oliveira; Candau, 2010). This thesis also led us to consider the importance of reviewing the "recalled" actions, guided by the perspective of Critical Applied Linguistics, which constitutes "[...] a changeable and dynamic approach to language issues in multiple contexts [...]" (Pennycook, 2006, p. 67) and to investigate them with a view to outlining possible solutions and proposing theoretical- methodological answers that dialogue with the process of critical and reflective training of English language teachers. To this end, this thesis was developed based on an investigative practice that used as a reference the information generated from an ethnographic research, aligned with the qualitative-interpretative approach. Thus, as a former coordinator of the program, I am also an integral part, that is, "both the investigator and the participants are simultaneously subject and object of investigation" (Minayo; Guerriero, 2014, p. 1106). Therefore, it is undeniable that my subjectivity was present mediating my work as a researcher. I invited 17 former PIBID students to participate in the research, and of this total, 15 accepted the invitation. For this research, a variety of procedures/instruments were used for data generation, such as: retrieval of memories through structured interviews and the process of theoretical training and official CAPES reports, in order to critically reflect on the dynamics of the PIBID project, which constitutes the central object of this thesis. That said, the writing process of the teacher training was carried out in two stages: in the first, I described the theories addressed during the PIBID English Language program, using CAPES reports, my lesson plans, and my memories as references, and then reflected theoretically, using the theoretical bases of multiliteracies and critical interculturality. Next, among the 114 CAPES reports, I analyzed 49 from former PIBID participants who agreed to participate in the research, and finally, I conducted interviews with the former PIBID participants, analyzing a total of 135 responses. The results show that, for good critical teacher training, it is necessary to have "third spaces" (Zeichner, 2010), such spaces enabling moments of interaction, exchange of learning, and critical observation of practice. We observed that a critical teacher training process for English language teachers impacted the teaching practice of undergraduate scholarship recipients in a teacher training program. Finally, we understand that a program like PIBID can help improve the critical training of future English language teachers when viewed through the lens of new theories and approaches, such as those that characterize multiliteracies and critical interculturality.