ABSTRACT
This paper aims at discussing the representation of Letras undergraduate students from the Student Integration Program (Programa de Integração Estudantil-PROINTE) - English about their motivations to take part in the program, their relevant experiences, opportunities of teacher learning and the influence of the program on the consolidation (or not) of their choice by the teaching profession. The studies about teacher learning and identity (JOHNSON, 2009JOHNSON, K. E. Second Language Teacher Education: A Sociocultural Perspective. London: Routledge, 2009. DOI: https://doi.org/10.4324/ 9780203878033
https://doi.org/https://doi.org/10.4324/...
, REIS, van VEEN; GIMENEZ, 2011REIS, S.; van VEEN, K.; GIMENEZ, T. (org.). Identidades de professores de línguas. Londrina: Eduel , 2011., among others) as well as the knowledge bases (SHULMAN, 1986SHULMAN, L. S. Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, [S.l.], v. 15, n. 2, p. 4-14, 1986. DOI: https://doi.org/10.3102/0013189X015002004
https://doi.org/https://doi.org/10.3102/...
; TARDIF, 2000TARDIF, M. Saberes profissionais dos professores e conhecimentos universitários: Elementos para uma epistemologia da prática profissional dos professores e suas consequências em relação à formação para o magistério. Revista Brasileira de Educação, Rio de Janeiro, n. 13, p. 1-20, 2000.) are assumed as the theoretical framework to guide our reflections. Data were generated through the application of open questionnaires for eight participants of the program in 2016, 2017 and 2018. Results show the experience in the context of PROINTE as relevant and motivating for participants’ professional learning and for the professional choice consolidation.
KEYWORDS:
teacher learning; teacher identity; PROINTE