“Eu também sou (do) bilíngue?” – a coconstrução de identidades de educadores atuantes no planejamento de um currículo bilíngue integrado à luz da teoria sócio-histórico-cultural

Abstract

The present research aims to analyze, in the light of Vygotsky’s socio-historical-cultural theory (1987; 1988), the transformations that occurred in the identities of the research participants during a development course for in bilingual education with a view to co-constructing an integrated bilingual curriculum. The methodology will be based on the generation of narratives (BARKHUIZEN; BENSON; CHIK, 2014) throughout the observation of synchronous meetings in the continuing education course and in interviews with the participants. In this way, we can contribute to the field of Applied Linguistics to the understanding of this educator in school practices and in the formation of educators engaged in a collaborative and transformative bilingual education. The results indicate that the participants of the research demonstrate significant transformations regarding the following aspects: appropriation of the concepts presented in the training, identity fluidity, collaboration, belonging and empowerment. These mentioned aspects served as categories for the analysis of the narratives of educators in training working in the 5th year of the Initial Years of Elementary School in a school located in the northeast of Brazil.