Inglês para transgredir: reflexões sobre práticas de ensino do PIBID para a promoção da formação inicial e continuada de professores de LI.

Abstract

Considering the subproject PIBID - English as a locus of initial and continuing training of foreign language teachers, it is intended to provide with some reflections on the pedagogical practices produced by interns and supervisors. These practices are consistent with the perspective of critical teaching of the English language, as advocated by OCEM (2006) and Mattos (2015), as well as hooks' (2013) concept of transgressive education as a practice of freedom. The results achieved were materialized in the reports of some pedagogical practices that go beyond the teaching of grammatical structures and decontextualized practices. These practices sought to renew the eyes of ordinary school practices in its social context and, thus, to strengthen the ties between public schools and university pedagogical training.