ABSTRACT
This article aims to analyze four aspects related to the implementation of an initial English teacher training project: option for teaching and the project; impressions on the project; impacts of the project on future teachers in training; and what challenges are presented in terms of academic and professional education. The project was based on theoretical conceptions of language as discourse (BAKHTIN, 2010BAKHTIN, M. (VOLOCHÍNOV, V. N.). Marxismo e filosofia da linguagem. Tradução de Michel Lahud, Yara Frateschi Vieira. 14. ed. São Paulo: Hucitec, 2010.; JORDÃO; FOGAÇA, 2007JORDÃO, C. M.; FOGAÇA, F. C. Ensino de inglês, letramento crítico e cidadania: um triângulo amoroso bem-sucedido. Línguas e Letras, Cascavel, v. 8, n. 14, p. 79-105, 2007.), critical literacy (CERVETTI; PARDALES; DAMICO, 2001CERVETTI, G.; PARDALES, M. J.; DAMICO, J. S. A tale of differences: comparing the traditions, perspectives and educational goals of critical reading and critical literacy. Reading Online, [S. l.], v. 4, n. 9, abr. 2001.; MUSPRATT; LUKE; FREEBODY, 1997MUSPRATT, S., LUKE, A.; FREEBODY, P. (ed.). Constructing Critical Literacies. Cresskill: Hampton Press, 1997.) and English as a lingua franca (DEWEY, 2012DEWEY, M. Towards a post-normative approach: learning the pedagogy of ELF. Journal of English as a Lingua Franca, Bruxelas, v. 1, n. 1, p. 141-170, 2012. Doi: https://doi.org/10.1515/jelf-2012-0007
https://doi.org/10.1515/jelf-2012-0007...
; EL KADRI, 2010EL KADRI, M. S. Inglês como Língua Franca: um olhar sobre programas disciplinares de um curso de formação inicial de professores de inglês. Entretextos, Londrina, v. 10, n. 2, p. 64-91, jul./dez. 2010.; SEIDLHOFER, 2001SEIDLHOFER, B. Closing a Conceptual Gap: The Case for a Description of English as a Lingua Franca. International Journal of Applied Linguistics, [S. l.], v. 11, n. 2, p. 133-158, 2001. Doi: https://doi.org/10.1111/1473-4192.00011
https://doi.org/10.1111/1473-4192.00011...
). The analysis was based on data generated from questionnaires answered by the furure teachers who participate in the project. The results point to a mature vision about the profession and the teaching performance, increase in the self-esteem of the future teachers and development of strategies to overcome individual and collective difficulties.
KEYWORDS:
initial education; English teaching; critical literacy; English as a lingua franca; Pibid