Um  estudo identitário de universitárias intercambistas sob uma perspectiva educacional-cultural

Amanda Cristina dos Santos Reis; Tania Regina de Souza Romero

doi:10.46230/2674-8266-13-5180

Authors

Amanda Cristina dos Santos Reis Instituto Presbiteriano Gammon - IPG https://orcid.org/0000-0001-8169-5972
Tania Regina de Souza Romero Universidade Federal de Lavras - UFLA https://orcid.org/0000-0001-7876-8907

DOI:

https://doi.org/10.46230/2674-8266-13-5180

Keywords:

Exchange program, Teacher identity, Teacher education

Abstract

In view of the growing strategic need for internationalization of universities, a study on the effects of this action for exchange students is important in order to understand and evaluate the process. Since few studies address the issue, the present research aims to analyze in a critical and reflective way, under an identity perspective, the possible effects of exchange programs in the education of students of Languages and collaborate to understand the relevance of the international experience in identity formation. For this, the study adopts a qualitative methodological approach. It is a case study, in which data collection took place through semi-structured interviews and questionnaires to four exchange students. From the collected data, a categorization of the data was carried out to enable an interpretative analysis. To support the analysis, we rely mainly on studies on identity and cultural contexts, mainly in the light of Hall (2006), Block (2009), and Barkhuizen (2017), and on identity and language learning, based on Norton (2013) and Kramsch (2013). With the research objectives, theoretical basis and methodology outlined, the results of the data analysis showed mainly that the students went through identity transformations that led them to reflect on the differences in academic relationships, the teaching format, new professional paths and the need to promote and disseminate exchange programs.

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Author Biographies

Amanda Cristina dos Santos Reis, Instituto Presbiteriano Gammon - IPG

Graduated in Languages - Portuguese and English, and Master in Education from the Federal University of Lavras (UFLA). Has complementary education at the Uppsala University - Sweden. Has experience and research interest in Education, with emphasis in Applied Linguistics and Teaching Education. Worked as Portuguese teacher in the public school system. Currently, works as a Portuguese teacher at Instituto Presbiteriano Gammon.

Tania Regina de Souza Romero, Universidade Federal de Lavras - UFLA

Graduated in languages Translation and Interpretation from Centro Universitário Ibero Americano (Portuguese, English and German, 1978). She has an d M.A. and Ph.D. in Applied Linguistics from Pontifícia Universidade Católica de São Paulo (1989 and 1998) and post-doctoral studies at the State University of Campinas (UNICAMP, 2007). She is an associate professor in the Department of Language Studies at the Lavras Federal University and member of 9 Editorial Boards of scientific journals, among which are: Revista Intercâmbio (PUC-SP,n1413-4055), Revista D.E.L.T.A. (PUC-SP, 0102-445) and The ESPecialist (PUC-SP, 0102-7077). Acted as vice-coordinator and coordinator of the Work Group Educators Education in Applied Linguistics, linked to the National Association of Graduate Studies in Languages and Linguistics (ANPOLL). She is a permanent professor with the Professional M.A. in Education and Graduation Program in Letters. Her research interests are in the area of Applied Linguistics, with emphasis in Teacher Development, Education, Additional languages Teachind and Learning, Learning Evaluation, Teachert Identity and Systemic-Functional Linguistics.

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