(Re)construção identitária dos graduandos em letras/inglês : a questão da fluência

Abstract

This research aims to discuss questions about the identity of graduating students of English at the Federal University of Sergipe, Campus São Cristóvão - SE. Theories about formation and reconstruction of various identities will be taken into account in the course of time and experiences. For this we will rely on theoreticians such as Stuart Hall (2006) who defends the hypothesis that everyone rebuilds and develops other identities that are sustained due to specific contexts. The difficulty found stands out in the obstacle between theorizing personal, linguistic and professional identities, discussing how the student organizes his/her numerous personas around the formation of a teaching identity. This research will be composed by a corpus structured by the students' answers through the application of a questionnaire in field research, because for Lakatos and Marconi (2017) the field research "... is used with the objective of information and / or knowledge about a problem (...) "(p. 203). Through this, we conclude that there is no greater precision in discussing problems and personal issues, if not through actual reports of individuals. This research is important for a better understanding, in real ways of using and learning English, by natives of Brazilian Portuguese, in the academic scope of the undergraduate, realizing the (re)construction of the identity of teachers in formation, in relation to the foreign language learning process. This can help teachers and students develop healthy practices, helping to build a future teaching identity. Considering that the work of a teacher does not happen from one day to another, but rather is the result of a chronological process, which Stein (2013) characterizes as of great complexity, the objective of this research is to understand how the behaviour in the classroom, goals and development of autonomy occur, in order to achieve the desired fluency in the language for the teaching practice, in this case, English as a Second Language. However, it is relevant to discuss the teaching material investigating the role that it occupies in the teacher's life, also covering the area of applied linguistics, as it relates the methodologies of foreign language teaching. The methodological process will start with the choice of the class that will be in the first or second period of the course, and the same class will be followed up until the end of the writing of this dissertation. As usually stricto sensu courses, in the master category, have a duration of two years, the chosen classes will be analysed for at least two periods, which will be enough time to understand the processes of avoidance, in the course, personal / professional development, achievements and the identity of the teacher, in relation to the time of the course. In the same way, veterans will also be interviewed so that the experience of those who remained until the final phase of the course is reported. Thus, we will be able to analyse, in depth, which identification processes have undergone changes. Two questionnaires with different objectives will be applied to obtain the data in a more precise and faithful way possible. We will also bring other authors such as Celani (2001) and Lima (2009) who theorize and discuss pedagogical subjects about the professional formation of the foreign language teacher, so that we can form a tough and strong theoretical framework to allow us to analyse the data collected.