A leitura de textos em inglês na formação inicial de professores do curso de Ciências Biológicas no Instituto Federal do Pará

Abstract

The importance of the English language today is felt in several sectors, and learning the language is a constant requirement in terms of training in the internationalization process, requiring educational institutions to respond to this demand that is increasingly present in the market and in diverse social contexts. With this, we sought an answer to the research problem: How do students produce meaning from texts in English to fulfill their academic activities required for teaching and learning in initial teacher training? Followed by the general objective of analyzing learning strategies for content taught through texts in English in the specific subjects of the Degree in Biological Sciences course at IFPA campus Bragança. The qualitative approach research (Creswell, 2014) used data collection techniques such as Focus Group (Borges and Santos, 2005; Backes et al., 2011; Trad, 2009; Duarte, 2007; Jesus and Lima, 2012) and Narrative Interview (Ravagnoli, 2018; Sousa and Cabral, 2015), with the participation of six students, in which the data was analyzed using Content Analysis (Bardin, 2016; Cavalcante, Calixto and Pinheiro, 2014; Cardoso, Oliveira and Ghelli, 2021; Mendes, 2018) and based on the Oxford theoretical Learning Strategies (1990). Through the categories of Contact with the English Language, Learning Strategies, and Initial Training, it was noticed that English texts follow the internationalization movement of higher education institutions, which directly impacts the initial training of undergraduates. Furthermore, it was evidenced that the difficulties in developing specific English content come from a previous context of superficial language learning. In this process, the teacher's practice and the institutional organization of the course are perceived as a reference for the perspectives of academic training, mainly related to research. It is concluded that English is necessary for training within the scope of internationalization and higher education institutions in the Brazilian Amazon. However, it is essential to take a closer look at the specificities that the context of teacher training requires regarding the reality of the North region so that, in this way, methodologies do not reproduce discourses of alienation from the globalized world but rather provoke reflective analyses of what is read. Moreover, learn in initial training courses.