Estudo de crenças: um olhar voltado para a formação de professores de língua inglesa em pré-serviço.

Abstract

In this research we discuss the importance of the study of beliefs within the training of pre-service English language teachers. We seek to show briefly the theories that stand out in the formation of LI teachers, as well as the concept of beliefs and their importance within the academic formation. Based on Barcelos (2006), we interpret beliefs as opinions, thoughts and ways of seeing the world and that can be constructed from the experiences of individuals. As Debrely points out (2016), the beliefs of pre-service teachers may be resistant to change, for this reason this study aims to identify some beliefs of three students of the last period of Letters / English on the teaching and learning of the English language, as well as to highlight in what way the course of English Letters has acted in the construction and resignification of such beliefs. This work of completion of course is configured as an exploratory case study within a qualitative approach. At the end of this study it was possible to perceive the relevance of the study of beliefs in the formation of LI teachers, as well as the role of the English-language course in the re-signification of the investigated beliefs.