O papel dinamizador do professor complexo: uma análise de planos de aula em ação.

Abstract

In the context of initial language teacher education, Borges and Magno e Silva (2019) discuss the importance of the lesson plan as a mediator in the reflective interactions between theoretical and practical dimensions in the process of language teaching in action, without, however, really bringing any empirical results on the use of the lesson plan to the teacher development they advocate. Regarding this, a retrospective and reflexive study to understand the role of the lesson plan as an instrument to show how the dynamic process happens in the classroom (and the teaching system) in the context of complex initial teacher education became the central research object of this research. Inserted in the field of Applied Linguistics (AL), this research is based on Complexity Theory (CT) and is supported by Larsen-Freeman & Cameron’s (2008) discussions and reflections on elements of the Complex Approach to Language Teaching and Learning (CALTL) (Borges; Paiva, 2011; Borges, 2015) – dynamic teacher and Semiotic-Ecological Syllabus (SES) (Borges 2014b) – and in the understanding of the emergence of the Complex Teacher (Borges; Magno e Silva, 2019). It was intended to study, diagnose and demonstrate how the dynamism of the complex teacher, in the classroom in action, can be observed through retrospective analysis of a didactic sequence composed of eight lesson plans in the process of production and remaking in four months in the subject of Supervised Internship in the English Language in the Modern Languages course of a state university in Paraná in 2019 and later reflected in their modifications (according to classroom demands during regencies) to discuss how the lesson plan in action is an important tool to demonstrate the transformation promoted by the interactions of the teaching and learning systems, in the planning design processes (bringing out the SES) and to enable the understanding of complex teacher development.