Saberes docentes mobilizados na formação inicial do professor de língua inglesa para a educação básica

Abstract

This dissertation is linked to the Graduate Program in Education at the University of Caxias do Sul, within the research line Educational Processes, Language, Technology, and Inclusion. The study focuses on the initial education of English Language teachers for Basic Education. Its main objective was to investigate how teaching knowledge is mobilized in legal and institutional documents, as well as in the perceptions of undergraduate students, in the context of a Licentiate Degree in English at a university in the Serra Gaúcha region. This qualitative research adopted Ball's (1994; 2008) Policy Cycle Approach as its methodological framework, with emphasis on the analysis of the text production context, examining national legislation that guides teacher education (LDB, National Curriculum Guidelines, and BNCC), in addition to the Course Pedagogical Project and its curricular implementation plan. Complementarily, the study analyzed the context of practice through a Focus Group with students of the English Language Licentiate program, seeking to understand how these future teachers perceive their own education. Data analysis was conducted according to Bardin's (2016) Content Analysis. The research is based on the understanding that teaching knowledge - disciplinary, pedagogical, curricular, and experiential - is essential for the teaching profession, as emphasized by Tardif (2010), Nóvoa (1992), Pimenta (2012), Freire (1996), Gauthier (2006), and Perrenoud (2000), who served as the main theoretical references. The results indicate that, although the documents address important references for teacher education, the mobilization ofteaching knowledge still occurs in a fragmented manner, with greater emphasis on theoretical aspects and limited integration with pedagogical practice and the experiences of future teachers. The study contributes to the reflection on the paths of initial teacher education, highlighting the importance of an approach that recognizes teachers as subjects of multiple forms of knowledge and values the inseparability of theory, practice, and experience. [resumo fornecido pelo autor]