Formação de professores de inglês em tempos (pós)modernos: a criticidade em foco.

Abstract

This work presents the concern about the process of education of the English teacher, one of the responsible agents for the learning and development of the student as an agent and participatory citizen, as a critical agent who is required to act upon change, deconstruction of absolute representations and active citizen participation in addressing urgent changes brought about by post-modernity. The objective is to verify if some students in initial education of Languages college at UFCG manifest criticism in their teaching practice. Unfolding this objective, two specific ones are elucidated, namely: (1) To investigate the critical manifestations in the pedagogical practice of student-teachers, based on the prospects of Critical Literacy and (2) To identify the different perspectives of these student-teachers considering their pedagogical education. Therefore, to contextualize this research in post-modernity (GIDDENS, 1991; BAUMAN, 2001, 2007; HALL, 2014), the theoretical framework is proposed by Critical Literacy (LUKE; FREEBODY, 1997; JORDÃO, 2007, 2010, 2012, 2013; MONTE MÓR, 2008, 2011, 2013; MENEZES DE SOUZA, 2011, 2013), understood here as a philosophical stance ruled on a problematizing criticism. A qualitative, descriptive and interpretive investigation (MOITA LOPES, 2001) is carried out under an ethnographic perspective (MOREIRA; CALEFFE, 2008), using field notes, interviews, lesson plans, lesson transcripts, narratives (BRUNER, 2001) and practicum reports to the constitution of our corpus. More specifically, a survey is conducted involving six students in initial education of the Federal University of Campina Grande, Paraíba, accompanying them during their classes in the practicum stage during their sixth college term between November, 2013 and April, 2014 and during their classes in the school (work field). Data analysis reveals a critical education for teachers concerned about their (complex) role in the classroom and in society, who have expanded their prospects based on the proposed reflections in this education program. Some questions and assertions presented by the student-teachers in moments of discussion and assessment classes can be interpreted as critical in the analyzed teacher education group when they signal possible ruptures from the traditionalist solid-modern teaching practice. The results show that a type of education that meets the demands of this post-modern, fragmented and liquid society now becomes mandatory (BAUMAN, 2007) and that the first place to make it happen is in the university, locus for education, extension, difference and discussion.