Atuação do professor de Língua Inglesa em escola regular bilíngüe: uma análise autoetnográfica.

Abstract

This undergraduate monograph investigates, through an autoethnographic approach, the academic formation and professional practice of the author/researcher as an assistant English language teacher at a private bilingual school in Campina Grande-PB. Employing an autoethnographic methodology, primarily grounded in the works of Ono (2018) and Bochner (2013), the author emphasizes the importance of personal experiences and affectivity in teaching practice, engaging with the concepts of multiliteracies pedagogy proposed by Kalantzis and Cope (2005) and Rojo (2012). The general objective of the study is to analyze pedagogical practices developed in both pre-service and in-service contexts, considering the articulation between formative experiences, theoretical knowledge, and educational practices. The research is also characterized as descriptive and documentary, based on the analysis of a supervised internship report and records of teaching practices in a bilingual school. The methodological procedures included the selection and analysis of lesson plans, experience reports, and reflective observations. The results highlight that effective bilingual teaching requires constant adaptation of pedagogical practices, structured planning of playful and interactive activities, the promotion of affective bonds with students, and interdisciplinarity as a strategy for curricular integration. It was also found that repetition and contextualization are crucial for the retention of vocabulary in a foreign language. It is concluded that critical reflection on the formative journey and teaching practice contributes to professional development that is responsive to the contemporary demands of bilingual education, valuing affectivity, resilience, and continuous pedagogical planning.