Crenças de alunos de inglês sobre a formação de professores à luz da teoria crítico-reflexiva: um estudo de caso em uma instituição de ensino superior

Abstract

This work had the general objective of investigating students' beliefs about the formation of teachers of English as a Foreign Language. As specific objectives, understand the beliefs related to the training they experience at graduation, based on critical-reflexive theory, and more specifically confront the beliefs of different classes, related to this training after the first and fourth period of classes. The theoretical framework addressed questions about beliefs, based on Barcelos (2004; 2008), Celani (1992), Finardi (2011) and on teacher training in the light of critical-reflective theory based on Silva (2013), Liberali (2006), Vieira-Abrahão (2001; 2004), among others. This research was based on the qualitative approach (CELANI, 2005), using the case study (FONSECA, 2002) as a methodology. The context of the research was the Course of Letters - Language and English Literature of a Higher Education Institution, with participants as eight students who attended the subjects Curricular Practice I, II, III and IV. The data generation instruments selected for the research were Profile and Investigative Questionnaire and Autobiography. As for the analysis procedures, content analysis based on Bardin (2011) was adopted. The results showed that the beliefs of teachers in training are closely linked to motivation, whether to learn or to teach. It also revealed that teachers in training have been trained to be critical-reflective teachers since the first period of the English Language and Literature course and have been given the opportunity to reflect on their own practices.