Representações de professores de línguas estrangeiras em formação: materiais didáticos utilizados em práticas de ensino

Abstract

Considering the fact that the majority of the research on teaching materials focus on analysis and evaluation of textbooks (TOMLINSON, 2011; VILAÇA, 2012) and by understanding teaching materials as everything that is used as a pedagogical tool for teaching and learning languages, this work aims to identify representations (MOSCOVICI, 2015) of teacher to be from the Bachelor's Degree in Languages and Literature on two aspects: how these students establish relations between theory and practice, i.e., how they justify their professional actions in class and how they portray their conception of foreign language textbooks. To this end, we rely on the Global Teaching of Languages theory by Almeida Filho (2012), in the concepts of methods and approaches proposed by Anthony (1963) throughout the development of Teaching of Foreign Languages (RICHARDS; RODGERS, 1998; VIEIRA-ABRAHÃO, 2009; KUMARAVADIVELU, 2001) as well as in discussions about conceptions on teaching materials (VILAÇA, 2009, 2012; TOMLINSON, 2011). This work is characterized as a qualitative-interpretative research (HOLMES, 1992; MOITA LOPES, 1994; OLIVEIRA, 1998; CHIZZOTTI, 2010) since we do not intend to establish a relation between cause and consequence among the collected data. Instead, its goals are to analyses and discuss them. We hope this way we (re)think the formative contours of teachers in supervised internships and / or when teaching classes in extension projects and finally to contribute to the improvement of discussions on teaching materials.