In this research we discuss the importance of the study of beliefs within the training
of pre-service English language teachers. We seek to show briefly the theories that
stand out in the formation of LI teachers, as well as the concept of beliefs and their
importance within the academic formation. Based on Barcelos (2006), we interpret
beliefs as opinions, thoughts and ways of seeing the world and that can be
constructed from the experiences of individuals. As Debrely points out (2016), the
beliefs of pre-service teachers may be resistant to change, for this reason this study
aims to identify some beliefs of three students of the last period of Letters / English
on the teaching and learning of the English language, as well as to highlight in what
way the course of English Letters has acted in the construction and resignification of
such beliefs. This work of completion of course is configured as an exploratory case
study within a qualitative approach. At the end of this study it was possible to
perceive the relevance of the study of beliefs in the formation of LI teachers, as well
as the role of the English-language course in the re-signification of the investigated
beliefs.
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