Formar e transformar: experiências de engajamento de professores de inglês em pré-serviço

Abstract

How can teacher education provide pre-service teachers with experiences that mobilize their hope? Based upon this research problem, the present case study aimed at investigating the relationship between the experiences (MICCOLI, 1997-2016) lived by twelve pre-service English teachers in practicum and the development of hope (SNYDER, 2005; SNYDER et al, 2007; SNYDER; LOPEZ, 2016) for engagement in social transformation. Moreover, it was grounded in Projeto Formar e Transformar, a project based on the critical literacy approach (LEWISON et al, 2002; MONTE MÓR, 2009; 2012; 2016; NORTON, 2005) and theories of social justice (AGARWAL-RANGNATH, 2013; HAWKINS, 2011; PILLER, 2016; SENSOY; DIANGELO, 2012). In its operationalization, the narrative collection process for the corpus involved audio-recorded discussions (transcribed afterwards), portfolios and the researcher's field notes. The results of the phenomenological/experiential data analysis (MOUSTAKAS, 1994; VAN MANEM, 1990) showed that, by becoming aware of the necessity of change, the relevance of their profession and the role of the transformative teacher, participants may develop a sense of self-responsibility and engage through transformative teaching practices the inverse of excusing (SNYDER, 2005). That is how the study highlights the relevance of a hopeful critical education, able to enhance actions that promote transformation in language teaching.