“Porque eu queria realmente saber se eu queria ser professora”, o Programa de Estágio Docente na pandemia do COVID-19: reflexões, expectativas e vivências de professoras de inglês

Abstract

Through this research, I aim to seek understandings about aspects that contribute to teacher training of English teachers after completing a mandatory step in the master's program: the Teaching Internship, which occurred during the pandemic caused by Coronavirus in a public university located in São Gonçalo, RJ. I conducted this research through a reflexive and collaborative work guided by the perspective of Exploratory Practice (ALLWRIGHT, 2001; MORAES BEZERRA, 2007), an ethical-reflexive posture that seeks to understand issues and concerns that instigate us in order to generate understandings and lead to the mutual development of those involved in the process. The research is part of the area of contemporary Applied Linguistics in its interdisciplinary conception (MOITA LOPES, 2006, 2011). It is a qualitative (DENZIN & LINCOLN, 2006) and interpretative study, whose data have been generated during a meeting with two other master's colleagues in which I also participated in October, 2021. Thus, in line with the proposal of the Exploratory Practice with regard to conducting research, the data were analyzed through three themes (MANEN, 1990): expectations, teaching experience and identity significance. Moreover, in alignment with the Exploratory Practice proposal, I assume the role of researcher and participant and involve colleagues who participated in the internship in undergraduate classes (Language: Portuguese-English) during the Covid-19 pandemic to reflect upon this moment in our formation. Our narratives show how and why the internship contributed to our development in higher education through reports about our expectations, experiences and meaning that we built during the process. Through the Exploratory Conversation (MILLER, 2010), I aim to reflect on my puzzles: Why did my expectations regarding the internship (PED-PPLIN) surprise me both positively and negatively? Do I really want to continue being a teacher? Why did PED-PPLIN contribute to our identity constructions as teachers? Why do I have to do an internship for a master’s degree, even though I’m a teacher? Our narratives have led us to (re)create our identities as teachers.