<b>Avanços e lacunas nos estudos em formação de professores de língua inglesa no Brasil</b> - DOI: 10.4025/actascihumansoc.v29i2.728 <b>Advances and gaps in the education of english teachers in Brazil</b> - DOI: 10.4025/actascihumansoc.v29i2.728
Author(s)
Denise Ismênia Bossa Grassano OrtenziKeywords
formação de professorespesquisa
formadores de professores
língua inglesa
Literature (General)
PN1-6790
Language and Literature
P
DOAJ:Languages and Literatures
Literature (General)
PN1-6790
Language and Literature
P
DOAJ:Languages and Literatures
Literature (General)
PN1-6790
Language and Literature
P
Literature (General)
PN1-6790
Language and Literature
P
Literature (General)
PN1-6790
Language and Literature
P
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Show full item recordAbstract
O objetivo deste trabalho é traçar a trajetória da formação de professores de língua inglesa nos cursos de Letras e delinear o quadro atual do conhecimento, nessa área, posto em circulação por formadores de professores brasileiros. Baseada em resumos de trabalhos apresentados em um evento pioneiro sobre formação de professores de línguas da América Latina, esta revisão analisa os avanços e lacunas nessa área de pesquisa. Inicialmente são analisados os temas dos trabalhos, dos mais aos menos recorrentes. Em seguida, são apontadas as lacunas em questões sobre a atividade e a pesquisa em formação de professores. Depois disso, o trabalho discute como os membros dessa comunidade de prática podem fortalecer sua identidade como formadores e estabelecer uma relação mais dialógica, a fim de que suas concepções e práticas venham a informar e ser informados uns pelos outros.<br>This paper aims to identify the trajectory of English teacher education in the Arts and Letters courses, and provide an overview of the knowledge produced and put in circulation by teacher educators in Brazil. Based on research paper abstracts submitted to a pioneering event on language teacher education in Latin America, this review analyzes the advances and gaps in this area of research. It firstly summarizes the themes of the studies, from the most to the least recurrent ones. Secondly, it looks at gaps in issues concerning activity and research in teacher education. Thirdly, the paper provides insights into how the members of this community of practice can strengthen their identities as teacher educators and establish a more dialogical and empowering relationship.Date
2007-12-01Type
ArticleIdentifier
oai:doaj.org/article:8d8638881ddf4b89956049a24cfaf63b10.4025/actascihumansoc.v29i2.728
1679-7361
1807-8656
https://doaj.org/article/8d8638881ddf4b89956049a24cfaf63b
Copyright/License
CC BY-NCCollections
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