Pedagogias críticas para o ensino de inglês: uma experiência de formação contínua de professores
No. 1 (2024-02-28)Autor(es)
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Sindy Lissette Vanegas GarzónUniversidad Antonio NariñoORCID iD: https://orcid.org/0000-0002-4918-706X
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Nohemy Marcela Bedoya-RíosUniversidad Antonio NariñoORCID iD: https://orcid.org/0000-0003-1849-6238
Resumo
Este artigo propõe um exercício de sistematização da experiência formativa desenvolvida com professores de inglês em exercício do setor público de Bogotá, denominado Pedagogias Críticas para ELT, que, como o próprio nome indica, teve como foco abordar conceitos relacionados às pedagogias críticas., de autores como Kumaravadivelu. (2012, 2013), Canagarajah no Porto, (2021) e Samacá (2012), que destacam a necessidade de promover processos de reflexão nos professores de forma que estes possam questionar o lugar de instrumentalização do seu trabalho e a possibilidade de promover um exercício de descolonização o ensino de inglês. A experiência ocorreu entre janeiro e março de 2023 e dela participaram 16 professores do distrito. As principais conquistas foram a reflexão que os professores construíram sobre suas identidades como professores de inglês, a abertura a conceitos teóricos críticose a apropriação da sistematização de experiências como estratégia que lhes permite refletir sobre a própria prática e construir conhecimentos a partir dela. A principal dificuldade para o desenvolvimento da experiência de formação de professores está relacionada à obtenção de recursos (materiais, espaços e horários) para sua implementação.
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