Ser professor de Língua Inglesa em cursos livres: identificações e práticas docentes

Abstract

Adapt or get left behind appears to be the order of the day in the post- modern society and being ready for changes become a requisite in a relatively stable world. From these verifications the discussion is brought to the educational field, more specifically, to the English language teaching field. Who is the English teacher from the post modernity and how one is represented in front of the many possibilities in between the state of being? A research involving identity toward to the professional profile of English teachers in private English courses, focused on how these professional relate with their teaching activity, is important due to the belief you can only learn foreign languages in private courses, therefore, the most likely place to a good language learning process, according to the common sense. As the universities continue to graduate English teachers that sometimes find difficulties in their practices, the comparison between English private course teachers with and without the graduation degree may serve as an initial data for a future estimation of the current situation in the city of Pelotas, Rio Grande do Sul, considering the practical coaching and academic education from the perspective of the professional performance in this type of course. In this manner, it is perceived that the same time foreign languages were devaluated at public schools curriculum, there was a massive increase in the number of foreign language courses chain-like in the private sector in the last years (MOITA LOPES, 2006, p. 129). Therefore, it is necessary to hear these different professionals, so they can represent themselves through their narrations and experiences lived in the profession, thus reveal the current portrait of their performance. The study starts from specific texts involving language teaching training (CELANI, 2006) and (LEFFA, 2006) and it is grounded in cultural studies and identities (BAUMAN 2004) and (HALL, 2012) as well with emphasis on teacher identity, with the intention of verifying the representations that these English teachers have of the practical coaching and academic education value and if and how these representations of their professional capacity influence on their language teaching activity. Based on the elements already exposed it is presented the following matter: in which ways English teachers, with and without the specific education, self-identify and evaluate their professional profile and what benefits and difficulties they find in the language teaching exercise from their theoretical education or practical coaching? The corpus is composed by different discourses from private language courses teachers with/without the language degree and their reflections on teaching English and how the language teaching is affected or not by their identifications considering their respective professional profiles