O manejo da transferência na formação continuada de professores de inglês: um estudo de caso

Abstract

In this thesis I present an investigation of the maneuver of the transference in the continuing education of English teachers (CEET). The object of study is constituted by interventions in the liaison between the researcher-trainer and one of the teachers in continuing education (ETCE), Marcella who teaches English in a public elementary school of Belo Horizonte, Minas Gerais. The research investigates the transferential liaison as a way to support the work of elaboration through which the training, as well as other learning processes, is constructed. It postulates the existence of a relationship between the maneuvers of the transference and the changes achieved by ETCE. It was possible to verify maneuvers performed by a person with theoretical and clinical experience of psychoanalysis or in absentia. The selection of the maneuvers for analysis respected the liaison established between the researcher-trainer and Marcella. The locus of the research was at ContinuAÇÃO Colaborativa (ConCol), an CEET project at the Faculdade de Letras of Universidade Federal de Minas Gerais. The data for analysis were obtained by audio and video records, a clinical diary, emails, texts and discussions from ConCol activities and the observation of Marcellas classes. The data analysis tried to answer the following questions: i) What maneuvers by the trainer may result in the English teachers taking responsibility for their continuing education? ii) What are the effects of the maneuver of the transference in CEET? The research was conducted within the scope of applied linguistics and the theoretical orientation was the Freudian-Lacanian psychoanalysis. The research methodology was based on psychoanalytic research from which it was possible to build the case and draft the metapsychological essay. As a result of this investigation, it was revealed that the maneuver of the transference trainer-ETCE caused changes in the liaison established, which can lead to a change in the position that the teacher takes in his/her training and practice. In the investigated case, Marcella abdicated of the inertia and self-annulation position to take responsibility for her training and her teaching practice.