Banca de QUALIFICAÇÃO: ROSELMA VIEIRA CAJAZEIRA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : ROSELMA VIEIRA CAJAZEIRA
DATE: 13/12/2023
TIME: 09:30
LOCAL: Instituto de Letras / Modalidade remota
TITLE:

THE INFLUENCE OF TEACHING KNOWLEDGE, BELIEFS AND IDENTITIES ON THE CONTINUING TRAINING OF ENGLISH TEACHERS WHO ACT ON IN CLASSEROOMS OF PUBLIC SCHOOLS IN EUNAPOLIS-BA

KEY WORDS:

Teaching English. Teaching knowledge, beliefs and identities. Pedagogical
practices. Continuing teacher education.

PAGES: 89
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

This work aims to analyze the influence of teaching knowledge, beliefs and identities on
the pedagogical practices described in the narratives of english teachers who work in
classerooms in the public schools in Eunapolis-BA. It is of interest to this study to
reach, mainly, english teachers from continuing education courses, understanding theses
courses of this nature allow teachers to constantly reflection about teaching theories and
practices, which can do it possible to changes in their pedagogical work. This proposal
arose from the results of readings and experiences as a researcher in Applied Linguistics
(LA) and english language teacher in the public school in Eunapolis-BA, given the
teaching and learning context experienced by teachers and students in schools in this
city. It is a qualitative research of an ethnographic nature and was carried out through
field research. The data was generated in stages and analyzed in light of LA based on
the observation of narratives and an interview composed of semi-structured questions,
answered by the collaboraters teachers. The preliminary analysis of these data indicates
that the teachers, collaborators in this investigation, believe that continued training is of
very importance for improving pedagogical practice, although they share some
difficulties in participating in such courses. Furthermore, these teachers seem to
prioritize teaching english based on their personal and professional experiences, in order
to offer dynamic classes that provoke an interest in learning the language in their
students. In this work, discussions about LA will be prioritized and, mainly, the
contribution of this area to researches that focus on taking a careful and affectionate
look at themes that deal with teaching and learning english, implications, identities,
intercultural education and teacher training ( Paiva, 2005; 2013; Aragao, 2009; Mendes,
2008; 2015; Barcelos, 2011). To this end, initially, we used it as a reference in the
discussions of some authors who over the years have contributed, through their
researches, so that LA is, increasingly, a field of study that dialogues with other sciences
and enhances as solutions of social problems related to language: Moita Lopes (1996;
2008; 2013), Mendes (2011; 2015), Hall (2005; 2009), Miller (2013), Telles (2002;
2004), Barcelos (2006; 2007; 2011) ), Cavalcante (2013), Tardif (2014), Aragao (2009),
Paiva (2003; 2005), Celani (2006), Abrahao (2004), Rajagopalan (2003), among others.

COMMITTEE MEMBERS:
Presidente - 1563574 - EDLEISE MENDES OLIVEIRA SANTOS
Interna - 1748601 - FERNANDA MOTA PEREIRA
Externo à Instituição - RODRIGO CAMARGO ARAGÃO - UESC-BA