VOICES IN DIALOGUE: REFLECTIONS, REFRACTIONS AND CROSSINGS IN DISCOURSES ON THE ENGLISH TEACHER FORMATION

The present study is attached to researches about the initial formation of foreign language teachers, as well as researches in the field of Dialogical Discourse Analysis. This study is a summary of a monographic research carried out as a final paper of the Letras Portugues/Ingles Course, with the general objective of analyzing how the institutional and teaching discourses reflect theoretical and didactic-methodological conceptions refracting the discourse of the students in the process of formation of English-speaking teachers. The theoretical coordinates that support the reflections in the analysis have their origin in the dialogical studies, with emphasis on the following notions: concrete utterance, heteroglossia, dialogism, axiology and reported speech. The research is of a qualitative-interpretative nature and was configured as a documentary analysis allied to the case study of the Letras Portugues/Ingles Course of UFRPE / UAG, which includes the identification, verification and examination of documents and the application of to reach the research objectives. We found that the official discourse of the High Education Institution (HEI) could be more punctual in the study of theoretical-methodological and didactic-pedagogical conceptions for the teaching of English language and articulate the linguistic and pedagogical spheres of knowledge about the language. The university professors could articulate their repertoire of knowledge about the English language in their teaching in order to influence the construction of the teaching repertoire of the students and the latter must seek autonomy in relation to the development of their level of proficiency in the language or to develop more refined communicative skills, besides the pedagogical deepening for their practices as English teachers.