Reflexões sobre educação crítica de língua inglesa: uma pesquisa colaborativa de formação docente em uma escola de idiomas

• Ano de defesa: 2017
• Autor(a) principal: Sousa, Laryssa Paulino de Queiroz
• Orientador(a): Pessoa, Rosane Rocha
• Banca de defesa: Pessoa, Rosane Rocha, Silva, Barbara do Rosário Sabota, Lago, Neuda Alves do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Letras e Linguística (FL)
• Departamento: Faculdade de Letras - FL (RG)
• País: Brasil
• Palavras-chave em Português: Educação crítica de língua inglesa; Formação crítica docente; Pesquisa colaborativa
• Palavras-chave em Inglês: Critical english language education; Critical teacher education; Collaborative research
• Área do conhecimento CNPq: LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/7650

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.