Leitura em ação com professores de língua inglesa na formação continuada

Abstract

This research studies the presence of full reading of dramaturgical texts in English in the space of continuing education in the area of FLT (Foreign Language Teaching). It aims the possibility of approaching the FL teacher to the literary universe as to improve the work of mediation involving both one’s body and the text. We understand the space of continuing education going beyond the linguistic and methodological axis, also considering one’s subjectivity in a way that it allows the teacher to embody their singularity in the teaching and learning process. It is important to emphasize that for this to happen, teachers need to read the selected text, experience it and unveil their own body repertoire. The general objective of the study is to develop, apply and investigate possible effects of this activity named Reading in Action, which comprises Composition of Individual Performance and Reading Games in Action using the English Language developed in cycles of reading mediation. The question asked: how each teacher deals with the teaching of reading. This study has a transdisciplinary character as it intertwines Freudo-lacanian Psychoanalysis with the Theater Pedagogy within the field of Applied Linguistics for the process of constructing a work methodology that allows teachers to experience other practices of reading. This work has been carried out at Faculty of Letters of Universidade Federal de Minas Gerais (FALE/UFMG). Three cycles of reading in English mediation were developed with the participation of seven teacher mediators as part of the regular activities of an extra-mural continuing education project called Collaborative Continuation (ConCol). The corpus gathered for this research was recorded in a logbook named Route Diary (RD). The RD contains the recordings of the Reading Events, transcriptions of interviews and conversations, audio recordings, emails, social network messages, images and recorded videos, mediation scripts and reflective writings for the construction and analysis of each case. It was possible to realize the impact of this immersive experience on teachers’ repositioning in themselves in the face of their desire to read and in the search for a literary mediation that would pass through the reader’s body certainly teaching their subjectivity. The opportunity of Reading in Action embedded in the space of continuing education can contribute to a closer approximation between the FL teacher and the literary experience in reading immersion process and in the discovery of new pedagogical strategies to aid literary mediation.