Formação crítico-reflexiva de professores de inglês na UEG: uma proposta em implementação

• Ano de defesa: 2006
• Autor(a) principal: Soares, Dulcinéa Quiel de Aguiar Guimarães Espellet
• Orientador(a): Freitas, Raquel Aparecida Marra da Madeira
• Banca de defesa: Pessoa, Rosane Rocha , Zanata, Beatriz Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: professor; inglês; formação; Universidade Estadual de Goiás
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/1196

This research investigated the process of the reflexive-critical and intellectual Education of English teachers in one of the unities of the State university of Goiás. The theoretical framework is based on Dewey s, Schön s, Giroux s and Sacristán s studies in reflective teacher education and on Almeida Filho s works in English language teacher education. The main goals of this investigation were the apprehension of the ideas and practices of those involved in the process of teaching and learning, the contributions of the proposal based upon the critical-reflexive education related to the former curriculum, and the limitations we had to face in its materialization for it still is at its beginning. The research consisted of activities of noparticipant direct observation and semi structured interviews having as aim the English teachers, the students of the English course and the coordinator of the course. The data was organized into categories which express the participants views about the Pedagogic Political Project concerning to all its possibilities and limitations. The analysis of the report showed that the limitations created by the context under study made it unpracticable for an effective educational process, especially in the English area. Concluding, a language education course based on a communicative competence, the main goal of the new curriculum, requires epistemological, political and methodological changes in the course.