A Critical Teacher Education Experience in the State of Goiás, Brazil

One of the Brazilian government initiatives to improve basic education was to create the National Network of Continuing Education for Teaching Professionals of Public Basic Education in 2011. Our extension program in this network was implemented in 2013 in 10 towns of the state of Goiás and counted...

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Bibliographic Details
Published in:Revista Brasileira de Linguística Aplicada 2018-04, Vol.18 (2), p.339-366
Main Authors: Pessoa, Rosane Rocha, de Andrade, Maria Eugênia Sebba Ferreira, Ferreira, Edilson Pimenta
Format: Article
Language:English
Subjects:
Critical discourse analysis
education policy
English as a second language instruction
English teachers’ discourses
Language teachers
Second language teachers
Teacher education
Teaching
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Summary:One of the Brazilian government initiatives to improve basic education was to create the National Network of Continuing Education for Teaching Professionals of Public Basic Education in 2011. Our extension program in this network was implemented in 2013 in 10 towns of the state of Goiás and counted on 21 teacher educators and 110 teacher-participants. Part of the empirical material of one of these teacher educators will be analyzed in this article, focusing on the discourses of seven female teacher-participants about their previous language teacher education experiences and about the first two months of the extension course. The qualitative discussion draws on theorizations from Critical Discourse Analysis and Teacher Education in Brazil, and shows that discourses on language teacher education, English teaching, and English were problematized.
ISSN:1676-0786
1984-6398
DOI:10.1590/1984-6398201811513