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Publication
A formação inicial do professor de língua inglesa e os desafios educacionais no contexto brasileiro
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_Ana Paula Vieira | 4.22 MB | Adobe PDF |
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Abstract(s)
O presente estudo propõe um olhar reflexivo ao processo educacional pautado no ensino e aprendizagem do ensino público brasileiro, com foco na formação inicial do professor de língua inglesa. Tendo como objetivo reconhecer os caminhos multifacetados deste processo que engloba a teoria e prática na concretização e disseminação do conhecimento. Este assunto tem me incomodado ao longo dos anos. Tenho mais de dez anos de profissão. É perceptível a rejeição dos alunos para com a disciplina de Língua inglesa. Eles não percebem o quão importante é, tal disciplina. Acham que nunca farão uso dela. E isso tem perpetuado ao longo da história que não há necessidade de Língua Inglesa no currículo escolar. Em decorrências dos fatos angustiantes e asfixiantes ocorridos. Este trabalho tem a finalidade de encontrar a resposta para tal negação do ensino e aprendizagem da língua inglesa no ensino público brasileiro. E isso me conduziu a enveredar nesta temática. Analisando assim o contexto da formação inicial dos professores desta tão renegada disciplina.
The present study proposes a reflexive look at the educational process based on the teaching and learning of Brazilian Public Education, focusing on the initial formation of the English Language Teacher. Aiming to recognize the multifaceted paths of this process that encompasses theory and practice in the concretization and dissemination of knowledge. This subject has bothered me over the years. I have more than ten years of profession. Students' rejection of the English language subject is perceptible. They do not realize how important it is, such it. They think they will never do use of it. In addition, it has permeated throughout history that there is no need for English Language in the school curriculum. Because of the distressing and asphyxiating facts that occurred. This work has the purpose of finding the answer to such denial of the teaching and learning of the English language in Brazilian Public Education. Moreover, this led me to embark on this theme. Analyzing the context of the initial formation of teachers of this renegade subject.
The present study proposes a reflexive look at the educational process based on the teaching and learning of Brazilian Public Education, focusing on the initial formation of the English Language Teacher. Aiming to recognize the multifaceted paths of this process that encompasses theory and practice in the concretization and dissemination of knowledge. This subject has bothered me over the years. I have more than ten years of profession. Students' rejection of the English language subject is perceptible. They do not realize how important it is, such it. They think they will never do use of it. In addition, it has permeated throughout history that there is no need for English Language in the school curriculum. Because of the distressing and asphyxiating facts that occurred. This work has the purpose of finding the answer to such denial of the teaching and learning of the English language in Brazilian Public Education. Moreover, this led me to embark on this theme. Analyzing the context of the initial formation of teachers of this renegade subject.
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Keywords
Formação inicial do professor Estágio supervisionado Ensino e aprendizagem de língua inglesa Initial teacher training Supervised internship English language teaching and learning