A participação de professores da escola básica na formação de seus futuros pares: um olhar para a licenciatura em letras da Universidade Federal de Juiz de Fora

Abstract

In this study, the primary objective is to investigate the involvement of primary and secondary school teachers in formative activities within the students of Arts in Languages program at the Federal University of Juiz de Fora (UFJF), from the perspective of undergraduates in this program. To this end, students from various stages of the Language Arts Bachelor’s program at UFJF were invited to share experiences of formative interaction with primary and secondary school teachers through brief narratives (Bastos, Biar, 2015; Sousa, Cabral, 2015) and responses to an online investigative questionnaire (Gil, 1999). This investigation, affiliated with the research front in teacher education within the field of Applied Linguistics (Moita Lopes, 2006; Miller, 2013; Kleiman, 2001, 2019), is characterized as a case study (Yin, 2001), with a mixed data approach, adopting both quantitative and qualitative procedures (Creswell, 2007). Theoretical choices intertwine contributions from local works on language teacher education (Lima, 2014; Santos, 2018; Garcia Reis et al., 2018; Silva, 2020), mappings of undergraduate teacher education in Brazil, and academic research in teacher education (André, 2009, 2010; Gatti, 2009, 2010, 2016; Abrucio, 2016), in addition to proposals for the renewal of teacher education courses (Nóvoa, 1995, 2007, 2009, 2019; Tardif, 2014), which advocate for the participation of primary and secondary school teachers in the training of their future peers. Frame Semantics (Fillmore, 1982; Lima, Miranda, 2013) and the lexicographic project FrameNet were instrumental in the analysis of the narratives. The analysis of quantitative data and the discourses of the undergraduates suggests that formative interaction between primary and secondary school teachers and students of the Language Arts Bachelor’s program at UFJF is concentrated in activities where such contact is mandatorily anticipated by the curriculum. On the other hand, it is less present in activities occurring within the University space. Furthermore, we conclude that, in general, Language Arts undergraduates view the participation of primary and secondary school teachers as significant for their future classroom performance, as it contributes to understanding professional culture, to the reflective articulation between theory and practice, and to the development of aspects of professional identity.