A CONSTRUÇÃO DA IDENTIDADE DOCENTE NA

Apresentação em tema: "A CONSTRUÇÃO DA IDENTIDADE DOCENTE NA"— Transcrição da apresentação:

1 A CONSTRUÇÃO DA IDENTIDADE DOCENTE NA
Simpósio/Symposium: A CONSTRUÇÃO DA IDENTIDADE DOCENTE NA FORMAÇÃO INICIAL EM LETRAS E PEDAGOGIA UNDERGRADUATE LANGUAGE AND PEDAGOGY TEACHERS’ IDENTITY BUILDING Carla Lynn Reichmann (UFPB/Brasil) - Organizer Ana Lúcia Guedes-Pinto (UNICAMP/Brasil Eveline Mattos Tápias-Oliveira (UNITAU/BRASIL)

2 Profa. Dra. Eveline Mattos Tápias-Oliveira
Prática de escrita dialógica na formação docente inicial: marcas linguístico-discursivas e mudanças identitárias em foco Dialogical written practice in undergraduate language classes: focusing on linguistic-discursive features to understand identitary changes Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo Universidade Estadual de Campinas – UNICAMP

3 ways of using social positioning and so on.
Prática de escrita dialógica na formação docente inicial: marcas linguístico-discursivas e mudanças identitárias em foco Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo As social beings, we communicate for a reason. In each different, structured and standardized context we come to take part in, we are exposed to practices and events of each social group (BAKHTIN, 2003, 2002) and we learn their ways of speaking, ways of valuing, ways of acting, ways of interpreting, ways of using language, ways of using social positioning and so on.

4 Prática de escrita dialógica na formação docente inicial:
marcas linguístico-discursivas e mudanças identitárias em foco Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo When confronted with these social groups, we may change, or not, our ways of acting, feeling and thinking, when accepting (totally or partially) what they do, feel and think. We may then have an identitary change. Thus, identity according to Holland et al (1998) is a floating concept that referes to what people come to be when in contact to practices and events of determined social grouping. By this point of view, we may have several identities, in relation to where we are, who we are with, what we believe in...

5 Prática de escrita dialógica na formação docente inicial:
marcas linguístico-discursivas e mudanças identitárias em foco Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo Quando confrontados com esses grupos sociais, nós podemos mudar ou não ou em parte, nossos modos de agir, sentir ou pensar ao aceitar (parcial ou totalmente) o que esses grupos acreditam. Temos aí, uma mudança identitária. Assim, de acordo com Holland et al. (1998), identidade é um conceito flutuante que se refere a o que as pessoas vem a ser quando estão em contato com práticas e eventos de determinado grupo social. Por esse ponto de vista podemos ter várias identidades, dependendo de onde estejamos, com quem, em que acreditamos...

6 Prática de escrita dialógica na formação docente inicial:
marcas linguístico-discursivas e mudanças identitárias em foco Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo We learn to be in several environments. For exemple, we may have learned to be loving and caring as a mother and at the same time strong and determined as a political party member. Professionally, we are also built, when we share practices and events, by agreeing, by dening, by arguing... with social groups.

7 Prática de escrita dialógica na formação docente inicial:
marcas linguístico-discursivas e mudanças identitárias em foco Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo The work we will present refers a research undertaken with our freshmen students who were in Languages college undergraduation practices while in classroom events in the Academic reading and writing course. They agreed to write down notes in learning diaries about:

8 Things done with difficulty Interesting points Self-esteem
Prática de escrita dialógica na formação docente inicial: marcas linguístico-discursivas e mudanças identitárias em foco Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo Things done easily Things done with difficulty Interesting points Self-esteem Desire to learn Felling of belonging New learnings New experiences Problems Doubts Disposition to learn Happy learning moments Relationship with students and teacher To like or not like doing something Frustrations Up-to-date contents Feelings toward learning Language level Context and the activity Self-observation Remeberings Feeling that some contents are important Critical notes to behaviors while learning Using what is learned in professional life (...)

9 Attending to classes all year long;
Prática de escrita dialógica na formação docente inicial: marcas linguístico-discursivas e mudanças identitárias em foco Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo 63 students (67% of the students of two classes envolved) wrote their diaries retrospectivelly, in a year practice, after the closure of the activities. The students were selected according to these requirements: Having answered the needs analysis as far as their weak and strong points in reading and writing; Attending to classes all year long; Having formally agreed to be a research subject; Handing the diary in for analysis at the end of the year.

10 Prática de escrita dialógica na formação docente inicial:
marcas linguístico-discursivas e mudanças identitárias em foco Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo Our practice with the students was replanned after the needs analysis, so as to meet their expectations and needs. They were, then, asked to produce learning diaries parallel to class activities so they could have a time/space to observe themselves while learning in academic reading and writing practices.

11 Prática de escrita dialógica na formação docente inicial:
marcas linguístico-discursivas e mudanças identitárias em foco Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo The diary was supposed to be a metacognitive tool to make them aware of their own learning process both in their weak and strong points (VYGOTSKY, 1989, 1991) so to act upon their development while in the classroom practices and events. This was our first interest: to help them be better readers and writers by thinking over they own learning process. We, as teacher, would have access to the diary after each set of practices.

12 Prática de escrita dialógica na formação docente inicial:
marcas linguístico-discursivas e mudanças identitárias em foco Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo After data was collected we understood that notes subjects wrote in their diaries were not just an effective learning instrument for them to improve themselves while in process — it also reflected the freshmen language students identitary construction as readers, writers, college students, professionals and human beings.

13 Prática de escrita dialógica na formação docente inicial:
marcas linguístico-discursivas e mudanças identitárias em foco Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo Our aim is to show how the subjects’ notes express their professional construction by analysing: How they registered notes about topics, facts, concepts being learned; their understandings (knowing to know) How they talk about what they are learning and what they believe as far as tranfering it to their future carreer practices (knowing to do)

14 Prática de escrita dialógica na formação docente inicial:
marcas linguístico-discursivas e mudanças identitárias em foco Profa. Dra. Eveline Mattos Tápias-Oliveira Universidade de Taubaté – UNITAU – Taubaté, São Paulo 3. how they reveal themselves in positionings (cf. BAKHTIN, 2003) and beliefs about professional atittudes and values (knowing to be) (data is in Portuguese; see other slides)