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Reviewing Critical Research Methodologies for Teacher Education in Applied Linguistics

Revisando Metodologias Críticas de Pesquisa para formação de professores em Linguística Aplicada

ABSTRACT

The field of Applied Linguistics has undergone several changes in the last years, and, in various aspects, it can be considered today as movable praxis (Pennycook, 2001:173). This text reviews Critical Research Methodologies, by firstly looking at the history of the field, and analyzing how it has changed over the years, comparing such methodologies as Action Research (AR); Participative Research (PR) and Critical Collaborative Research (PCCol) considering that these, to a greater or lesser degree, intervene in the context where they organize the research carried out. We then deepen our discussion of PCCol - theory-methodology used by our research groups: LACE, ILCAE and GEICS1 1 These research groups are accredited by CNPq - National Research Council - and by the universities where their leaders carry out their investigations: LACE stands for Languages in Activities in Educational Contexts and is led by M. Cecília C. Magalhães and Fernanda C. Liberali at PUC-SP; ILCAE stands for Linguistic Inclusion in Scenarios of Educational Activities and its leaders are Angela B. Cavenaghi T. Lessa and Sueli S. Fidalgo at PUC-SP and UNIFESP; GEICS stands for Studies about the Deaf’s Identity and Culture and is led by Sueli S. Fidalgo and Sandra R. L de Campos at UNIFESP. .

Keywords:
Critical Research methodologies; teacher education; Applied Linguistics; Critical Collaborative Methodology

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