Reflexões sobre educação crítica de língua inglesa: uma pesquisa colaborativa de formação docente em uma escola de idiomas
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2017-07-06
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Universidade Federal de Goiás
Resumo
This study focused on the discussion of critical language education (DUBOC, 2012, 2014;
NORTON; PAVLENKO, 2004; OKAZAKI, 2005; PENNYCOOK, 1999, 2001, 2012, 2017;
URZÊDA-FREITAS; PESSOA, 2014, among others) with English language teachers from a
language school, located in Goiânia, through a collaborative experience of critical teacher education
(ELLSWORTH, 1989; HAWKINS, NORTON, 2009; KUMARAVADIVELU, 2012; PESSOA;
URZÊDA-FREITAS, 2012; SILVESTRE, 2016, among others). These theoretical perspectives are
based on Critical Applied Linguistics (FABRÍCIO, 2006; MOITA LOPES, 2006a, 2006b, 2013a,
2013b; PENNYCOOK, 1990, 2001, 2004, 2006, 2008, 2010), in which the teaching-learning process
is seen as a politicized act; the classroom is seen as a space of social practices; and teachers and
students are seen as active agents of their realities. The research is characterized as qualitative
(DENZIN; LINCOLN, 2013) and collaborative (IBIAPINA, 2008; TELES; IBIAPINA, 2009), and
it was developed by a group of eight teachers and me in the period of September and December of
2015. During the study, the activities implemented were the reading and the discussion of six
academic texts and the problematization of the teaching-learning process of English in the light of
these texts. Thus, the objectives of this study were: 1) to discuss which reflections on critical
language education stood out and 2) to problematize how the teacher education experience lived was
characterized and how the educators interpreted it, grounded on Critical Applied Linguistics. An
initial questionnaire, discussions of the focus group on selected texts (recorded in audio), interviews
(also recorded in audio), field notes and personal narratives were the sources of the empirical material
generated. In relation to the language teaching-learning process, the teachers focused on the
discussion of their understandings on the critical language education perspective, in a way they could
highlight their local realities and their agency, question conflicts and power relations in the classroom
and problematize the teaching materials used in the school. With regard to language teacher
education, teacher preparation and the challenges for the implementation of a critical work,
principles related to this perspective and the care related to its development, and the hindrances and
contributions of the research to the participating group stood out.
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SOUSA, L. P. de Q. Reflexões sobre educação crítica de língua inglesa: uma pesquisa colaborativa de formação docente em uma escola de idiomas. 2017. 167 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2017.