Banca de DEFESA: TILLER BARBOSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : TILLER BARBOSA
DATA : 29/07/2024
HORA: 13:00
LOCAL: https://meet.google.com/xpw-ydfy-yzs
TÍTULO:

‘BECOMING A BILINGUAL TEACHER’: narratives of bilingual teachers in private school in Sinop-MT

PALAVRAS-CHAVES:

Elite bilingual education. Elite bilingual teacher. Elite bilingual teacher training (EL)

PÁGINAS: 191
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

We are currently experiencing a transformative period in Brazilian education, with bilingual education showing significant growth, especially in private schools (SOUZA, 2021), and now expanding into public institutions (SECOM-JP, 2020). This movement underscores the need to regulate this form of education, as exemplified by the Parecer CNE/CEB N.º 2/2020, which aims to legitimize prestigious language bilingual education (MEGALE, 2018) and combat misinformation about this modality. In this context, the present study analyzes the experience of becoming a teacher in bilingual educational institutions in Sinop-MT, with the following objectives: (i) to investigate the formative path of teachers in private bilingual schools; (ii) to understand how the training of these professionals meets the requirements of current legislation; and (iii) to identify the training needs of these professionals. To support the research, a theoretical framework was established encompassing: (1) the bilingual subject (BYERS-HEINLEIN & LEW-WILLIAMS, 2013; BAKER, 2001); (2) bilingual education (MEGALE, 2023; MEGALE, 2018); (3) bilingual teacher training (RODRÍGUEZ, 1990; GARCÍA & KLEIFGEN, 2010); and (4) narrative research (BRANDÃO ET AL., 2023; LIEBLICH ET AL., 1998). The group of informants initially consisted of 20 bilingual teachers (English) and 4 coordinators. However, due to the scope of a master's dissertation, only 6 teachers and 4 coordinators were selected to present their narratives. Data were collected through a semi-structured questionnaire, a timeline of experiences with the English Language (EL) from the teachers, and semi-structured interviews. The results and findings are relevant to the discussion on elite bilingual teacher training and its implications, contributing to the reflection on points that can improve this training.

MEMBROS DA BANCA:
Presidente - 52936012 - JULIANA FREITAG SCHWEIKART
Interna - 132024003 - ANA CAROLINA DE LAURENTIIS BRANDAO
Externa à Instituição - JULIANA REICHERT ASSUNÇÃO TONELLI - UEL