Constituição docente de futuras professoras de línguas adicionais no contexto da UNIPAMPA Campus Bagé: movimentos sociais e sua influência

Abstract

Proposing a discussion and a reflection about identity of future teachers in the university, observing the influences of the study or contact with some subjects, themes and elements during their graduation can provide us elements to critically think about their constitution as language teacher. The following TCC aims to investigate if the acting, the study and the empathy in/for some of the Social Movements present at the Universidade Federal do Pampa, Campus Bagé, located in Rio Grande do Sul, have any influence on the identity constitution of students graduating on Letras program Línguas Adicionais Inglês e Espanhol e suas Respectivas Literaturas. According to Gohn (2000), Social Movements are sociopolitical actions performed by a social collective group, that belongs to different social layers and articulate in socioeconomic and political conjuncture scenarios of a country, creating a political field with social strength in our society. The specific objectives aims of this investigation are: a) Making a survey about the social movements acting at UNIPAMPA during 2014-2017, classifying their main actions and goals; b) Promoting a discussion circle with the research participants, aiming to reflect, through guiding questions, about the importance of these Social Movements to the additional languages teacher education; c) Investigating, through the analysis of narratives written by the research participants, if they can identify any influence of the Social Movements in their teaching practice. This investigation is methodologically based on a qualitative research and the data collected are textual narratives written by four graduating students of Letras Línguas Adicionais program, during the second semester of 2017, at UNIPAMPA in Bagé. As reported by Clandinin and Connely (2000), the main reason for using narratives on educational research is that humans are storytelling individuals that live different experiences, even if on the same social context. As results, we bring the reflection about how the participants in such research perceive the Social Movements at UNIPAMPA as constituents, of their identity as language teachers. their narratives show us themes like female empowerment, black empowerment and linguistic variation as key elements in their constitution as language teachers.