A elaboração de material didático: instrumento de (re)constituição do professor de inglês

Abstract

This study aims at investigating the (re)constitution of a teacher-researcher in activities that involve pedagogic material designing for the teaching-learning of English. More specifically, it investigates how his conceptions about teaching-learning, reading and language are transformed while designing pedagogic units, joining a supervision meeting, and using, in class, the created material. Three are the directive questions that lead this investigation: How is a teacher-researcher (re)constituted in a process of teaching-learning English at an NGO? What are the concepts of teaching-learning, reading and language that are prioritized in the material designing process? How do the theories of teaching-learning, reading and language inform the teacher s practices? This research takes place at an educational NGO in Jacareí city, São Paulo State, counting on me teacher-researcher, as the focal participant, and also on some teenage students, as action partners. The Collaborative Action-Research is the methodology adopted for this investigation, justified by the fact that it emerges from a social problem, involves the individuals in the situation being investigated, and also because it is developed in different contexts of collaboration. The research has its bases on the Social-Historical-Cultural Theory. The theoretical support used to discuss teaching-learning, reading, and language is found in Bakhtin (1953/1997, 1929/2004), Baquero (1998), Dolz, Noverraz & Schneuwly (2001/2004), Newman & Holzman (2002), Vygotsky (1930-34/2007, 1987); and in some official documents, such as the Parâmetros Curriculares Nacionais: Língua Estrangeira (BRASIL, 1998) and the Orientações Curriculares para Ensino da Língua Inglesa (SÃO PAULO, 2007). The investigated set of data consists of: a pedagogic unit, named Pilot Unit; a supervision meeting; another pedagogic unit, named Unit 1; and four classes in which this last material was used. The analysis was carried out based on lexical choice and/or on theme content by Bronckart (1997/2003). Results reveal that the concepts of the focal participant are transformed in a collaborative way during the material designing process and its use