Formação de professores de inglês em escolas de currículo duplo sob o viés da complexidade

Abstract

This research aims to investigate, describe, and interpret the phenomenon formation of English language teachers from dual diploma schools during the modular blended pre-service teachers’ training course in 2021 from the perspective of complexity with the purpose of comprehending the constructs that compose the essence of this phenomenon and its identity. This research is placed in the Applied Linguistics field, within the realm of Languages and Education studies. This investigative study seeks for answering the following research question: What is the nature of formation of English language teachers from dual diploma schools during the modular blended pre-service teachers’ training course in 2021 from the perspective of complexity? The theoretical foundations of this research are the Epistemology of Complexity (Morin, 2005, 2015), concepts of International Education (Leask, 2015; Thiesen, 2017, 2018, 2021; Luna and Alexandre, 2015), issues regarding Content Language Integrated Learning (Coyle, Hood and Marsh, 2010; Zarobe e Cenoz, 2015; Lyster e Ballinger, 2011) and the 4 Cs (Coyle, 2007), which have been intertwined as the bases for discussing concepts of dual diploma (Sacristán, 1991, 2015; Luna e Bona, 2018), and. the methodological choice is the Complex Hermeneutic-Phenomenological Approach (Freire, 2017). The research participants were 25 teachers, who shared their experiences by drafting reports and by answering a survey that have been used as instruments for gathering texts, besides the journal of the researcher. In the interpretation of the texts originated from the participants, it was possible to identify the themes that composed the phenomenon under study: INSTITUTION, PRAXIS, ENVIRONMENT and DEVELOPMENT, which have been presented and discussed from the theoretical-methodological perspectives defined for this study