Tessituras epistemológicas e metodológicas na formação inicial dos professores de Língua Inglesa: o mundo vivido na universidade e na escola

Abstract

Undergraduate courses in Letters, train the undergraduate to enter the job market, especially as a language teacher. The time to act in the profession is of different possibilities. This study aims to analyze how the theory is being applied in the teaching practice of English language teachers in public educational institutions in the state of Tocantins. In particular, it seeks to analyze how English language classes are being used in the seventh period of a class in the Letters course. In addition, to investigate whether such theories have contributed to the construction of knowledge in investigated public schools. We tried to answer the question: how to develop the practice in school efficiently and relate the studies done during the four years at the university? As a methodology, it was intended to use qualitative research with descriptive bias. The application of questionnaires was also used with teacher educator, students of the seventh period and leading teachers to understand the relationship between the theory and the practice of the people involved in the research. The research is based on authors such as Vygotsky (2000), Pimenta (2005), Tardif (1999), among others. As a result of the research, it was intended, in the light of scientific research, to verify how the training of English language teachers has related theoretical and academic knowledge with the reality experienced in school performance. Understand the real reasons for the differences between what is learned in the university and what is applied in schools. Subsequently, contribute to making the relationship between theory and practice viable in meaningful teaching for teachers and students.