Identidade e diferença em narrativas de professores de inglês em formação

Abstract

For Bruner (2002), narratives are closely linked to the construction of identities. In this way, through narratives, in reporting their social practices, individuals construct their identities and those of others. According to Silva (2008), the relationship between the social production of identity and difference is "the result of acts of linguistic creation" (p. 76), that is, identities are constructed through language. Therefore, the construction of identities through narratives is also interwoven with the social use of language. Critical education is inescapable in language teaching and applies to teacher education as well. By engaging students in dialogues that help them develop critical awareness, the teacher makes them ethically more committed to social transformation (MATTOS, 2014). In the present paper, we intend to discuss issues of identity and difference present in narratives of pre-service English teachers enrolled in a Teacher Education course in a large university. The narratives were generated through what we have called double-entry journals (TILLYER, 1998) in an English introductory discipline. Through a qualitative analysis, we seek to understand how the participants produce and evoke their identity and difference in the context of English learning and pre-service teacher education.