Relação universidade-escola na formação de professores de inglês: uma linguagem para a experiência

Abstract

The research presented in this thesis has as its context the UNISALE Project University-School Partnership of the Faculty of Languages at UFMG. This community outreach program seeks to establish relationships between English teachers in initial and continuing education, both at the university and the school, so that they can meet, work together and seek to rehistoricize (REIS, et al., 2019) the contact between the university and the school, regarding teacher education in these spaces. During the involvements in the Project, a question arose regarding the expression used to describe some relationships within it, namely the adjective “successful”, even used in my master's thesis (CAMPOS, 2019). However, we came to understand that this expression could become empty of meaning when we seek to understand the relationships in the UNISALE Project. Thus, this research arises from this concern and aims to investigate the meanings produced around the relationship with others in the university-school partnership, in the words of former UNISALE Project participants, based on their involvements and memories. Inserted in Applied Linguistics, the study uses the transdisciplinary perspective of the area and establishes a dialogue with Franco-Brazilian Discourse Analysis, crossed by psychoanalytic studies, with Psychoanalysis and Education and with the Philosophy of Education. Qualitative in nature and inserted in the interpretivist paradigm, anchored in a discursive-psychoanalytic analysis, this research has a corpus made up of sayings from former UNISALE participants, divided into in-service English teachers, undergraduates in English and graduate students in Linguistic Studies who participated in the Project from 2016 to 2020. Data generation was carried out in two distinct phases: first, we sent questionnaires via Google Forms to all 32 former UNISALE Project participants and obtained 22 responses. In a second step, after analyzing the questionnaires, we carried out semi-structured interviews via videoconferencing application with 13 research participants. Thus, from a movement of back and forth between the corpus and theory (ORLANDI, 2015), a possibility of interpretation emerged regarding a language for experience, based on the studies of Larrosa (2020), and brought to the university- school relationship context. In other words, when faced with the corpus, an analysis was designed, which led to some gestures of interpretation being apprehended, which culminated in the construct that I defend in this thesis. According to Larrosa (2020), language would not just be a form of communication, but a way of constituting ourselves and relating to others, while experience would be what happens to us and touches us and, consequently, transforms us. For the Spanish educator, language for experience would be an alternative to critical-scientific language in the educational field, so that, in the relationships we establish in this field, something happens to us. When we bring this notion to this study, we understand it, initially, as an event (PÊCHEUX, 2006), that is, a discursive rupture so that, in a university-school relationship, we can produce other meanings, representations and positions distinct from those historicized and that often do not push people towards collaborative work and teacher education in the university-school relationship. Thus, in our analysis of the relationships in the UNISALE Project, based on the statements of the research participants, we developed a construct about a language for the experience in the university-school relationship and we understood it as a way of being, saying and doing that involves the openness to experience, the event of the partner-position and the physical/virtual and subjective presence of people who speak in their own name in this relationship. Furthermore, this language is understood as fluid, not static and does not occur in the same way in the relationships of the UNISALE Project, as every relationship is constituted based on how people will respond to the actions and words of the other, which will always depend on their own representations, emotions, identifications and moments of life. In addition to that, the analyzes demonstrate that, in teaching education based on the experience-meaning pair (LARROSA, 2020), which is possible due to a language for experience in the university-school relationship, there is the possibility that the relationships with others experienced in the UNISALE Project will become part of people, of how they perceive themselves, others and, certainly, their teaching as English teachers; (trans)forming and (re)signifying the being and doing in teaching, which are (re)elaborated in the way they respond to what happens to “them” and in the way these relationships come to exist within them.