Posição responsável na língua que ensino/aprendo: análise da relação do professor de inglês com as aulas (de inglês) em um curso de formação continuada

Abstract

This paper aims to investigate the effects of meaning negotiated by English teachers, who take part in a Continuing Education project supported by a federal university in Minas Gerais. It is especially focused on the analysis of discursive/subjective shifts faced by the English teachers as they had the opportunity to attend English classes given by two Americans (Fulbright scholarships) in one of the modules of the project. Mainly based upon responsibility and discursive positioning theories, narratives written by the teachers will be analyzed in order to understand the way they interpret this experience, changing both their practice and the way they position themselves as English teachers.Results indicate that the English classes offered by the Project, invite the teachers to take part in a complex process of taking responsibility for (re)positioning themselves as English teachers.