The ‘pibidian’identity: a critical discourse analysis of the ‘pibidian’ social actor in teacher education programs

Michele Salles El Kadri

doi:10.4025/actascilangcult.v40i1.34887

The ‘pibidian’identity: a critical discourse analysis of the ‘pibidian’ social actor in teacher education programs

Authors

Michele Salles El Kadri Universidade Estadual de Londrina

DOI:

https://doi.org/10.4025/actascilangcult.v40i1.34887

Keywords:

PIBID, teacher education, identity.

Abstract

This paper focuses on an analysis of the pibidian identity as represented by a new teacher as she leaves the program. Thus, it aimed at discussing the fostering of pibidian identity within teacher education programs in Brazil. It is based on studies of the poststructuralist view of identity (Gee, 2001; Silva, 2004; Block, 2007; Woodward, 2011). Data used are extracted from a transcription of a local seminar. The data are analyzed through Critical Discourse analysis (Fairclough, 2003) and the theory of representation of social actors (Van Leuween, 2008). The results show the pibidian identity is constructed through ‘differentiation’ and ‘normalization’ and developed as an ‘affinity identity’. Thus, it also constructs a ‘group identity’ and crafts ‘agential’ ways of positioning.

Downloads

Download data is not yet available.

Author Biography

Michele Salles El Kadri, Universidade Estadual de Londrina

Professora da Universidade Estadual de Londrina.
Departamento de Letras Estrangeiras Modernas. Area: formação de professores
Doutora em Estudos da Linguagem (UEL). Realizou estágio de doutorado na Griffith University, Australia, sob a supervisão do Prof. Dr. Wolff-Michael Roth. Mestre em Estudos da LInguagem e Especialista em língua inglesa pela mesma universidade. Tem experiência na área de ensino de línguas estrangeiras, atuando principalmente nos seguintes temas: língua inglesa e formação de professor, ensino-aprendizagem de inglês como língua estrangeira com ênfase em Línguistica Aplicada e Língua Franca. Atualmente, interessa-se por pesquisas na área de formação do professor pela perspectiva socio-histórico-cultural (principalmente coteaching e diálogo-cogenerativo), análise crítica do discurso, novas tecnologias, formação de professores no âmbito das políticas públicas (PIBID, PDE, Novos Talentos, Prodocência) e implicações do estatuto do inglês como língua franca para a formação de professores.

Downloads

Published

2018-03-01

Issue

Vol. 40 No. 1 (2018): Jan-June

Section

Linguistics

License

This work is licensed under a Creative Commons Attribution 4.0 International License.

DECLARATION OF ORIGINALITY AND COPYRIGHTS

I Declare that current article is original and has not been submitted for publication, in part or in whole, to any other national or international journal.

The copyrights belong exclusively to the authors. Published content is licensed under Creative Commons Attribution 4.0 (CC BY 4.0) guidelines, which allows sharing (copy and distribution of the material in any medium or format) and adaptation (remix, transform, and build upon the material) for any purpose, even commercially, under the terms of attribution.

Read this link for further information on how to use CC BY 4.0 properly.

How to Cite

El Kadri, M. S. (2018). The ‘pibidian’identity: a critical discourse analysis of the ‘pibidian’ social actor in teacher education programs. Acta Scientiarum. Language and Culture, 40(1), e34887. https://doi.org/10.4025/actascilangcult.v40i1.34887