Estágio supervisionado de Língua Inglesa como espaço de (trans)formação de professores
This paper aims at describing the configuration of English supervised teaching practice programs in a public university in the state of Minas Gerais (Brazil), taking into consideration some actions and proposals that have been (and will be) developed in the education of future teachers and that atte...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Federal do Ceará (UFC) |
| Repositorio: | Repositório Institucional da Universidade Federal do Ceará (UFC) |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufc.br:riufc/39862 |
| Acceso en línea: | http://www.repositorio.ufc.br/handle/riufc/39862 |
| Access Level: | acceso abierto |
| Palabra clave: | Estágio supervisionado Língua inglesa Cursos de extensão universitária |
| Sumario: | This paper aims at describing the configuration of English supervised teaching practice programs in a public university in the state of Minas Gerais (Brazil), taking into consideration some actions and proposals that have been (and will be) developed in the education of future teachers and that attempt to articulate teaching, research and extension. We focus on the results of the extension project “English Course: teacher education”, discussing the contributions and challenges of its development, as well as the preservice teachers’ perceptions concerning their experience of teaching in this project. We are based on the studies of Applied Linguistics that posit language as a social and political practice (CELANI, 2010; LEFFA, 2001), in order to discuss the supervised practice as spaces for the development of educators and preservice teachers, which make it possible the revisiting of studied theories and the ressignification of the teaching-learning processes of ‘the language of the other. |
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