Formação contínua de professores de língua inglesa no Brasil: a prática como tendência hegemônica

• Autor(a) principal: Duarte, Magali Saddi
• Data de Publicação: 2013
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v5i2.4436

The present study is the result of research developed in the Post-Graduate Program in Education of the Faculty of Education of the Universidade Federal de Goiás (UFG). The main objective was to grasp the epistemological presuppositions that underlie the proposal of continual formation of English language teachers in the contemporary world. A bibliographic study was decided upon which had as its base the investigation of 18 texts produced by a group of researchers in the area of Applied Linguistics at PUC-SP and a researcher at UFG and which used the critical reflexive teacher approach. It was deemed that the orientation for the continued formation of English teachers was developed in a way that validates the common sense notion of emancipated knowledge. The continued formation of English teachers based on the critical reflexive teacher approach does not bring about the production of new knowledge. It only validates the teacher’s practice by means of collaborative research which, in all cases verified in this study, is developed by a researcher with recognized status in this field. To think of the autonomy of the teacher as backed by practice is to be contrary to that which the approach states it can achieve. In other words, there is the impossibility of autonomy for the possible heteronomy, the impossibility of formation for the possible deformation.