Pre-service English teacher constitution in a language distance course: representations of education, teaching-learning and technology

ABSTRACT This paper aims, from a discursive perspective of language in interface with the studies developed in Applied Linguistics, at investigating representations constructed in utterances by pre-service English teachers about their education process and about their English teaching-learning process at a distance English Language Teacher Education Course. The results point out that the participants enunciate from an in-between place, marked by the clash between the pre-service English teacher-subject position in a presential course and pre-service English teacher-subject position in a distance course. In this clash, they inscribe themselves in the discourse of autonomy, of selectivity, of lack and of the excellence of technology, which build effects of truth that obliterate the conflictive and contradictory aspects that are constitutive of the relation subject-language-technology.