Não só de verbo to be (sobre)vive o ensino da língua inglesa: PIBID como experiência para a reinvenção de práticas e posições na educação básica

Abstract

This study aims to discuss the impacts of the actions developed by PIBID-English in two public schools in the cities of Diamantina and Gouveia / MG. This study will be especially focused on the analysis of the impacts of the implementation of the subproject on the participants’ lives, i. e. two teachers and ten undergraduate students from a federal university of Minas Gerais state. In order to do so, excerpts taken from the participants field journal during the first year of the project will be analyzed. Theoretically, our study is grounded on the discussion of language teacher education, identity and experience. The investigation is qualitative and it is conducted by the principles of discourse analysis (ORLANDI, 1999). The results indicate PIBID, in its actions and relationships, as experience which can lead the subjects towards the redefinition of their positioning and identity, fostering the development of the teaching-learning of English.