“How does one educate an English teacher?”: reflections from a curricular change in a Language Teacher Education Program

Este artigo visa refletir sobre a formação do professor de língua inglesa, a partir da análise da mudança curricular de um Curso de Licenciatura em Letras-Inglês, em uma universidade pública mineira. Fundamentamo-nos no pressuposto bakhtiniano de que a linguagem é dialógica e buscamos, com base em uma metodologia qualitativa de pesquisa, identificar alguns enunciados, no Projeto Pedagógico do Curso em questão, que apontassem para concepções do que seja formar um professor de língua inglesa. Nossas análises apontam que o eixo organizador das diferentes vozes colocadas em cena acerca da formação parece estar na necessidade de interpelar o licenciando a tomar um posicionamento diante das diversas concepções de língua(gem) que constituem sua profissão.This paper aims to reflect upon English teacher education from the analysis of a curricular change in an English Language Teacher Education Program, in a public university in Minas Gerais. Based on the studies in Applied Linguistics and on the bakhtinian assumption that language is dialogic, and based on a qualitative research methodology, we seek to identify some utterances in the curriculum document of the aforementioned Program that could point to conceptions of what it is to educate an English teacher. Founded in the dialogical functioning of utterances we identified institutional, educational and pedagogical voices in the curriculum that resignify different perspectives of language, as well as teaching and learning. In our analyses, we identified statements that negate technicist views and emphasize the political, social, scientific, responsive, critical and continuous nature of education, which seem to have as an organizing axe of their different voices the need to interpellate the pre-service teachers to take a stance on the various conceptions of language that constitute their profession