Brazilian Teachers in the PDPI-USA: A Complex and Transcultural Perspective
This article analyzes the formative impacts of the Professional Development Program for English Teachers (PDPI), promoted by CAPES in partnership with the U.S. Embassy and the Fulbright Commission. Situated in the field of Education, with emphasis on teacher education and additional language teachin...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Recursos: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositorio: | Revista Política e gestão educacional |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/20357 |
| Acesso em linha: | https://periodicos.fclar.unesp.br/rpge/article/view/20357 |
| Access Level: | acceso abierto |
| Palavra-chave: | Interculturalidade Transculturalidade Paradigma da Complexidade Interculturality Transculturality Complex Paradigm Interculturalidad Transculturalidad Paradigma de la Complejidad |
| Resumo: | This article analyzes the formative impacts of the Professional Development Program for English Teachers (PDPI), promoted by CAPES in partnership with the U.S. Embassy and the Fulbright Commission. Situated in the field of Education, with emphasis on teacher education and additional language teaching, the study investigates how academic and cultural immersion in the United States contributes to the development of intercultural and transcultural awareness among Brazilian public school teachers. The research adopts a qualitative approach, grounded in Bakhtin’s enunciative-discursive theory, Kramsch’s perspective on transculturality, and the complexity paradigm proposed by Larsen-Freeman and Cameron. Data were collected through a questionnaire applied to PDPI 2023 participants and analyzed using content analysis techniques. The findings highlight identity and pedagogical resignifications, revealing the classroom as a complex, dynamic system influenced by multiple cultural interactions. |
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