O conceito de ‘pesquisa’ e sua importância na formação docente

Abstract

This paper aims at discuss on supervised internship conceptions that may contribute to teacher education in the contemporaneity. According to Britzman (2003), there are three cultural myths that permeate teacher education: a) everything depends on the teacher; b) the teacher as expert; and c) the teaching profession is conceived almost as a gift. These cultural myths underlie conceptions of internship and of teacher education, as the models presented by Wallace (1991) and Pimenta and Lima (2017). I understand that teacher education based on a research notion (PIMENTA; LIMA, 2017), in which local context practices can be developed by teachers, seems to be an alternative that enables the development of a critical education. In this way, it is presented an analysis of a fragment of the data produced in an ethnographic qualitative research (ANDRÉ, 2005) developed with ten undergraduate English teacher trainees enrolled in the discipline Estágio de Língua Inglesa: 3º ano do Ensino Médio at the Federal University of Campina Grande. Based on these data fragment, it is analysed how the conception of research guided the practice of two pairs of English teacher trainees which, in our reading, come close to the perspective of internship as research.