Resposta dos docentes de inglês em formação a uma unidade pedagógica sobre linguística sistêmico-funcional: uma experiência em uma universidade pública na Colômbia
DOI:
https://doi.org/10.17533/udea.ikala.v26n01a11Palavras-chave:
lingüística sistêmico-funcional, docentes de inglês em formação, gramátiva funcional, inglês como língua estrangeira, ILE, preparação de docentesResumo
Diante da necessidade de que os docentes em formação aprendam sobre as estruturas da linguagem, muitos programas de licenciatura incorporaram cursos de gramática em seu plano de estudos. Recentemente, pesquisadores no campo da linguística sistêmico-funcional propuseram avançar para visões mais funcionais da gramática nesses cursos. Tal mudança, afirmam, pode preparar melhor os docentes em formação para a redação de textos interdisciplinares e para ensinar a escrita a seus futuros estudantes. Apesar dos possíveis benefícios, ainda há reservas por parte dos programas de formadores de docentes de inglês como língua estrangeira sobre a utilização de enfoques orientados pela linguística sistêmico-funcional. Essa reserva criou um abismo nos termos de conhecimento sobre como os docentes em exercício responderiam realmente a esse tipo de instrução. Levando em conta esse abismo, formadoras de docentes de inglês de uma universidade em Medellín, Colômbia, projetaram uma unidade pedagógica de três meses, dentro de um curso de gramática, que tinha com objetivo levar os docentes de inglês em formação de uma visão da gramática tradicional para uma mais funcional. Enquanto o faziam, realizaram um estudo de caso que pesquisou como os docentes em preparação responderam a essa unidade. A análise de dados mostra que as respostas dos docentes em formação não sempre passam da resistência para cautela e depois para a apertura, mas que variam dependendo do conceito ou princípio da LSF que estiver sendo ensinada. Os resultados sugerem que os cursos de gramática do inglês oferecidos nos programas de preparação docente podem ter perfeitamente a gramática tradicional como ponto de partida e encaminhar progressivamente os estudantes para pontos de vista mais funcionais e críticos. Indicam também a necessidade de identificar algumas estratégias para aplicar diante de reações de cautela ou resistência dos estudantes.
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