Letras lá e Letras aqui: construções identitárias na formação de uma licencianda entre Brasil e Suécia

Abstract

Starting from the point of view that an international exchange program can cause changes of identity development in the life of a teacher-to-be, this research rethink at this intercultural experience to identify possible modifications to the teacher in training. Thus, through a qualitative research, the present investigation aims to use the autobiography of the researcher-narrator to identify the influences of the exchange and to re-signify my teaching identity under a critical-reflective view. To support the study, I focused mainly on the theoretical elaborations on teacher identity according to Barkhuizen (2016), Barcelos (2017), Block (2009) and Hall (2006). Considering that this is a narrative research aimed at teacher training, I have based it on the foundations of Bruner (2014, 1990), Brockmeier and Carbaugh (2001), Nóvoa (2013) and Souza (2016). In addition, to approach linguistically the interpretation of the data, I make use of the principles of Systemic-Functional Linguistics (LSF), specifically through the use of Appraisal System. Based on the objectives, theoretical basis and analysis of this study, I was able to have an understanding of different perspectives of teacher initial education living in a cultural and educational context different from Brazil. In this way, the research results showed that the exchange brought me both personal and professional changes, in which the experiences made me more adaptable to new contexts and influenced my current teaching practice, mostly showing my choice for affective methods of teaching and my concern about the quality of teaching-learning.