Constituição identitária docente de alunos do curso de letras línguas adicionais: uma análise das percepções sobre a prática voluntária no núcleo de línguas adicionais (NLA)

Abstract

This paper presents the analysis of how student teachers of the Bachelor of Arts in Additional Languages Teaching - English, Spanish and Literature of the Federal University of Pampa, Bagé, perceived their processes of teacher identity constitution in voluntary teaching practices in the context of extension in the Nucleus of Additional Languages (NLA). The NLA's main objective is to offer free English and Spanish courses to the internal and external community every semester, providing students with the opportunity to exercise teaching practices in an extension context. The analysis was based on the definitions of extensionist practices in a university environment (GUADILLA, 2011, CALDERÓN, 2011; NASCIMENTOS E FAÇANHA, 2018), of identity (BOHN, 2005; SILVA, 2000; WOODWARD, 2000; HALL, 2000), and of teacher’s identity (NORTON, 2000; BOHN, 2005; SCOZ 2011; TARDIF, 2002). The research conducted had a qualitative approach. In 2018, interviews were conducted with 5 student teachers who worked as volunteer English teachers at the NLA. The data analysis, based on the selected theoretical framework, indicated that most students perceived themselves as students and teachers while working at the NLA. In addition, the students recognized the importance of that space for teaching practice. It was possible to conclude that the voluntary practice, in an extension context, can be relevant in the identity formation of student teachers, thus contributing to their education at the University.