Perceptions of teachers about their practices after a PARFOR language and culture education course

Aline Sanfelici, Eduardo Diniz de Figueiredo

Abstract


This study addresses the need for more research into the education of English language teachers in PARFOR programs. Through the analysis of questionnaire and interview data, we investigate the perceptions and reported practices of teachers who were enrolled in a language and culture PARFOR course in 2012 (in a northern state) in relation to their teaching practices after completion of the program. The results indicate that since the end of the course, some participants have shown a growing level of awareness towards working with an intercultural approach, which has reflected upon their practices. However, others still seem to show more traditional, less interculturally-oriented approaches to teaching language and culture. Implications for teacher education are presented.


Keywords


teacher education; language and culture; PARFOR.

Full Text:

PDF

References


Alves, Rafael & Calvo, Luciana Cabrini Simões. 2018. Programas governamentais de formação de professores: um olhar para o PARFOR-Inglês de uma universidade pública paranaense. SOLETRAS, 35, p. 321-339.

Diniz de Figueiredo, Eduardo. 2015. English identity and Manguebeat in Brazil. World Englishes, 34(3), p. 456-470.

Diniz de Figueiredo, Eduardo & Sanfelici, Aline. 2017. Addressing culture from an EIL perspective in a teacher education course in Brazil. In Aya Matsuda (Ed.). Preparing teachers to teach English as an international language (p. 147-156). Bristol: Multilingual Matters.

Baker, Will. 2015. Research into Practice: cultural and intercultural awareness. Language Teaching, 48(1), p. 130-141.

Bayyurt, Yasemin & Sifakis, Nicolas. 2017. Foundations of an EIL-aware teacher education. In Aya Matsuda (Ed.). Preparing teachers to teach English as an international language (p. 3-18). Bristol: Multilingual Matters.

Belém, Breno. 2014. O blog como ferramenta pedagógica no ensino de produção escrita em língua inglesa no PARFOR. Diálogo das Letras, 3(1), p. 87-106.

Bueno, Thaísa, Moura, Késsia, & Reino, Lucas (Eds.). 2016. Identidade, experiência e reflexão: formação de professores no contexto do PARFOR. Imperatriz: EDUFMA.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). 2014. Plano Nacional de Formação de Professores da Educação Básica – PARFOR.

http://www.capes.gov.br/educacao-basica/parfor/. (Accessed 15 June, 2017).

Dogancay-Aktuna, Seran. 2005. Intercultural communication in English language teacher education. ELT Journal, 59(2), p. 99-107.

Friedrich, Patricia. 2000. English in Brazil: functions and attitudes. World Englishes, 19(2), p. 215-223.

Friedrich, Patricia. 2012. ELF, Intercultural Communication and the Strategic Aspect of Communicative Competence. In Aya Matsuda (Ed.). Principles and practices of teaching English as an international language (p. 44-54). Bristol: Multilingual Matters.

Gimenez, Telma. 2001. Eles comem cornflakes, nós comemos pão com manteiga: espaços para reflexão sobre cultura na aula de língua estrangeira.

https://bit.ly/2N21erH. (Accessed August 20, 2018).

Gimenez, Telma, Calvo, Luciana, & El Kadri, Michele (Eds.). 2011. Inglês como língua franca: ensino-aprendizagem e formação de professores. Campinas: Pontes.

Jordão, Clarissa. 2006. O ensino de línguas estrangeiras: de código a discurso. In Acir Karwosky, Valéria Boni (Eds.). Tendências contemporâneas no ensino de inglês (p. 26-32). União da Vitória: Kaygangue.

Kachru, Braj. 1992. World Englishes: approaches, issues and resources. Language Teaching, 25, p. 1-14.

Kubota, Ryuko. 2012. The politics of EIL: toward border-crossing communication in and beyond English. In Aya Matsuda (Ed.). Principles and practices of teaching English as an international language (p. 55-69). Tonawanda: Multilingual Matters.

Lima, Diógenes (Ed.). 2011. Inglês em escolas públicas não funciona? Uma questão, múltiplos olhares. São Paulo: Parábola.

Matsuda, Aya & Friedrich, Patricia. 2011. English as an international language: a curriculum blueprint. World Englishes 30(3), p. 332-344.

McKay, Sandra. 2002. Teaching English as an international language: rethinking goals and practices. Oxford: Oxford University Press.

Nabarro, Glaucileia & Silva, Luisa Helena Oliveira. 2013. História de vida e formação de docentes de língua inglesa no PARFOR: língua, cultura e ideologia. In 9º Seminário de Iniciação Científica. Palmas: UFT.

Pessôa, Aline. 2012. Formação de professores de inglês em cursos de Letras – PARFOR. In Anais do VIII Seminário de Línguas Estrangeiras: a formação e a prática de professores de línguas estrangeiras. Goiânia: FUNAPE; Faculdade de Letras da UFG.

Sharifian, Farzad. 2009. English as an international language: an overview. In Farzad Sharifian (Ed.). English as an international language: Perspectives and pedagogical issues (p. 1-18). Bristol: Multilingual Matters.

Siqueira, Domingos Sávio. 2008. Inglês como língua internacional: por uma pedagogia intercultural crítica. Tese de Doutorado. Universidade Federal da Bahia.

Souza, Valdinei. 2014. Política de formação de professores para a educação básica: a questão da igualdade. Revista Brasileira de Educação, 19(58), p. 629-653.




DOI: http://dx.doi.org/10.15448/2178-3640.2018.2.31776

License URL: https://creativecommons.org/licenses/by/4.0/deed.pt_BR

e-ISSN: 2178-3640

  This journal is a member of, and subscribes to the principles of, the Committee on Publication Ethics (COPE) http://www.publicationethics.org

Licença Creative Commons

Except where otherwise noted, content of this journal is licensed under a Creative Commons Attribution 4.0 International license.

Editorial Policies of Brazilian Scientific Journals.* Deposit availability: Blue .

 

 Copyright: © 2006-2019 EDIPUCRS