Conflitos de professores em formação inicial em relação ao estágio supervisionado em língua inglesa

Abstract

The main objective of the present paper is to identify the conflicts that arise in a teacher in initial training in relation to the supervised internship in English language. Thus, I continue the work of the ALTER-FIP group (HERNANDES-LIMA, 2020; VOLTERO, 2018; ABREU-TARDELLI, 2017) based on the theoretical-methodological framework of the ALTER group (MACHADO, 2010) that aims to understand and develop the teaching work, joining the theoretical contributions of Sociodiscursive Interactionism (BRONCKART, 2006, 2008, 2009; BRONCKART; MACHADO, 2004; BRONCKART, 2009) and Language Didactics (BRONCKART, 2009). The data from this research were generated through a questionnaire applied to four eighth-semester undergraduate students of the Language Arts - English course at the Universidade Federal do Oeste do Pará. We used the resources of Bronckart's (2009) textual ply model to analyze the participants' answers and employed the ALTER-FIP group's conception of conflict, in which conflicts are constitutive of teaching work, so that identifying them allows us to better understand the process of teachers' development as workers. The results show that the textual analysis (of the participants' answers following Bronckart's textual pamphlet model), especially that of enunciative mechanisms, shows the occurrence of conflicts in relation to the functioning of learning, lack of knowledge about students' grammar, the infrastructure of schools (reality) and the level of English of students and teachers. It is concluded that more studies should be conducted to identify the conflicts more precisely, and that these studies can also offer realistic activity proposals according to the context.