Análise de autoavaliações de licenciandos PIBID inglês

Abstract

We aim at investigating how pre-service teachers evaluate their experience as part of the Institutional Scholarship Program for Teaching Initiation (PIBID). The specific purpose is to reflect on their possible resulting identity transformations. The corpus analyzed is composed of self-evaluation reports written by the teachers-to-be from a University in the south of the State of Minas Gerais. Interpretation of data draws from the concepts of Critical Reflection and Teacher Identity, with the linguistic support of the Appraisal System, in order to bring to light the meanings constructed in the language used by the students. This is, thus, a qualitative case study made through the analysis of written productions. Results indicate that PIBID allows the future teachers to resignify their teaching identity.