"Momentos críticos" e a formação de professores/as de inglês nos anos inciais specialist. (Portuguese)

"Critical moments" and english teacher education in early years. (English)

In contrast to traditional methodologies for training and teaching foreign languages, different alternatives have been used, such as: decolonial pedagogy, reflective approach, critical perspectives. Focusing on critical teacher education, the objective of this study is to share the results of a project for initial teacher education who teaches English in early years, and whose principle was to develop English classes in a critical bias. At the end of a year of weekly meetings, it was possible to map the concepts (VYGOTSKY, 2007; 2008) mobilized by the participants and identify the meaning given in Critical Teaching as "Critical Moments" (PENNYCOOK, 2004). Thus, we emphasize the relevance of researches and teaching practices in the field of critical applied linguistics, which approaches the dynamism of human relations informed by language (PENNYCOOK, 2004) and the development of practices based on the lived life (RAJAGOPALAN, 2003). [ABSTRACT FROM AUTHOR]

Em oposição às metodologias tradicionais de formação e ensino de línguas estrangeiras, diferentes alternativas têm sido desenvolvidas, tais como: pedagogia decolonial, abordagem reflexiva, perspectivas críticas. Tendo como foco a formação docente crítica, o objetivo deste estudo é compartilhar os resultados de um projeto de formação inicial de professores/as de inglês que atuam nos anos inciais, cujo propósito era desenvolver aulas de língua inglesa com viés crítico. Ao término de um ano de encontros semanais, foi possível mapear os conceitos (VYGOTSKY, 2007; 2008) mobilizados pelos\as participantes e identificar o sentido dado ao Ensino Crítíco como "Momentos Críticos" (PENNYCOOK, 2004). Com isto, enfatizamos a relevância de pesquisas e práticas docentes no campo da linguística aplicada crítica, a qual aborda o dinamismo das relações humanas informadas pela linguagem (PENNYCOOK, 2004) e o desenvolvimento de práticas a partir da vida vivida (RAJAGOPALAN, 2003). [ABSTRACT FROM AUTHOR]

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