(Trans)formações na identidade docente na voz dos pibiders

Abstract

This article aims at discussing the experience of tenundergraduate students from a Language Course in a public university in order to understand the meanings they (re)constructed with their participation in the Institutional ScholarshipsProgramfor TeachingInternship (PIBID), sub-project English.A qualitative research (FLICK, 2009) was, therefore carried outwhich, after contextualizing the teaching of the English language in Brazil (CELANI, 2010; LEFFA, 2016; SZUNDY, 2017), is theoretically basedon recent elaborations on language teacher education (CELANI, 2016; SILVESTRE, 2017) and on the role of narratives to bring about reflections during this process (BARCELOS; RUOHOTIE-LYHTY, 2018; MELLO, 2020), as well as on language teacher identities (BARKHUIZEN,2017; FREITAS; VELASQUES, 2018; REICHMANN; ROMERO,2019). The results of this research confirm the Program potential to intervene aiming atidentity transformations, since the collaborators statementscould reveal their learnings which were socially constructed while developing the tasksproposed. These learningsespeciallyresulted fromthe interactions with peers, public school students, teachers and educators from the University. In this perspective, one may endorse that PIBID has led to the ressignification in the identity of future teachers of English, which may set the path for qualitative changes in teaching and learning practices for the public school.