As crenças e emoções na (re) construção da identidade profissional de professores em pré-serviço

Abstract

The training of language teachers brings contributions to qualification and also provides them with a reflection on the beliefs and also the emotions that permeate the whole process of formation for language teaching. This is because beliefs are related to important factors such as understanding the actions of these teachers in the classroom (BORG, 2003; JOHSON, 1999), and by the relevance of a more reflective teaching, because through these reflections the teacher in the process of formation becomes an evaluator of himself, hus favoring the understanding and knowledge of their practice in the classroom. Abrahão (2006) points out that beliefs are also associated with values, experiences and knowledge acquired not only during the university period, but throughout their lives. In view of the above, we analyze the identities of teachers in pre-service, their beliefs and emotions that became relevant to the understanding of their teaching practices. The aim of this study is to investigate the beliefs and emotions of teachers in initial training and their impacts on the (re) construction of their professional identities of a State University of Maranhão. For the development of this study,was chosen a qualitative research of ethnographic nature. Therefore, we conducted a longitudinal study, since we chose to work with five teachers in pre-service in the 8th and 9th periods when they were attending the supervised internship course in English, in the years 2018 and 2019. For data collection, the following instruments were used: (1) Open questionnaires (I, II); (2) Oral interviews (informal conversations individually with each participant); and (3) Supervised Internship Reports, with the narratives told by the teachers in training at the end of the Supervised Internship. In this sense, we tried to answer through the analysis of the data collected the questions of the research through categories of beliefs and emotions that we selected from the beginning of the Modern Language Course of the teachers in pre-service to the final stage of the Supervised Internship. The studies revealed that from all experience experienced by teachers in formation, it resulted in the pre-existing beliefs, modified by emotions, which create new beliefs and make their identities resignify, as well as there is a process of self-knowledge in the face of the actions performed in the classroom in the Supervised Internship.