Empathic reframing in the English teacher education for early years

• Autor(a) principal: Pereira, Déborah Caroline Cardoso
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/39826
• topic: Critical teacher education; Conceptual development; Teaching English to children; Empathic reframing.; Formación docente crítica; Desarrollo conceptual; Enseñanza de Inglés para niños; Reframing empático.; Formação Docente Crítica; Desenvolvimento Conceitual; Ensino de Inglês para Crianças; Reframing empático.

English language teaching to children (ELTC) is a reality in public and privateschools. On the other hand, the existing gaps in teacher education, due to the lack of guidelines for this teaching and the inclusion of this language as a discipline in the common curriculum in schools, perpetuate uncertainties and challenges regarding classroom practices. In order to contribute to the initial education of teachers who work with ELTC in the municipal schools of Apucarana (PR), an extension project was developed at the State University of Paraná(Unespar) which aimed to promote critical practices in the ELTC. The general objective of this study is to share the sense of critical teaching of ELTC as critical moments (PENNYCOOK, 2001, 2004) that trigger empathic reframing (SMAGORINSKY; JHONSON, 2017) developed and mapped in the project in question. For this, Vygotskian assumptions about conceptual development were used, as well as the theory of argumentation according to Liberali (2013). The results indicate that even at the level of a pseudoconcept (VYGOTSKY, 2007, 2008) the project led to the development of empathic reframing, capable of contributing to a more humane society from the classroom.