<b>A Critical Teacher Education Experience in the State of Goiás, Brazil</b>

Pessoa, Rosane Rocha; Andrade, Maria Eugênia Sebba Ferreira de; Ferreira, Edilson Pimenta

doi:10.1590/1984-6398201811513

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Articles • Rev. bras. linguist. apl. 18 (02) • Apr-Jun 2018 • https://doi.org/10.1590/1984-6398201811513 copy

A Critical Teacher Education Experience in the State of Goiás, Brazil ¹ 1 We would like to thank Fundação de Amparo à Pesquisa do Estado de Goiás (FAPEG) for financing the first author’s trip to Geneva to present this paper in the 4th International Conference Applied Linguistics and Professional Practice. We are also very thankful to Viviane Pires Viana Silvestre, Marco Túlio de Urzêda Freitas, and Julma Dalva Vilarinho Pereira Borelli, participants of our study group Transição, who gave this text its last critical reading, and to Joyce Gracielle de Sousa Braga for the language review.

Uma experiência de formação crítica docente no estado de Goiás, Brasil

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

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.

KEYWORDS:
education policy; teacher education; English teachers’ discourses

Ficticious Name	Age in 2013	Town and Population	Teaching Experience	English Teaching Experience	Year and Place of Graduation
Luz da Lua	48	Lua Nova: 565	26 years	10 years	2000 - UEG5 Goiás
Paula	45	Araguapaz: 7,513	20 years	Not informed	2000 - UEG Goiás
Friend	43	Faina: 7,064	20 years	20 years	Not informed - UEG Goiás
Hillary	31	Heitoraí: 3,571	9 years	9 years	2001 - UEG Itapuranga
Daya	28	Lua Nova: 565	7 years	1 year	2005 - UEG Jussara
Phoebe Victoria	26	Lua Nova: 565	5 years	3 years	2011 - UEG Jussara
Ariel	23	Lua Nova: 565	1 year	1 year	2011 - UEG Jussara

Date	Activity
03/11/2013 1 p.m. to 5 p.m.	Presentation of the Course Project (UFG/MEC). Presentation of the Course Plan: “Collaborative English Language Learning”. Flower dynamic: Personal Presentation. Written production: “Narratives about their professional stories” (finished at home).
03/22/2013 1 p.m. to 5 p.m.	Brief explanation of the Course Project and the Course Plan to the new students. Group discussion using excerpts from the texts “Collaboration”, “Conversation”, and “Conflict” by bell hooks. Discussion on the video transcription: “The Danger of a Single Story” by Chimamanda Adichie. Homework: questions about the video.
04/05/2013 1 p.m. to 5 p.m.	Homework review: sharing the answers. Song activity: “Reach”, by Gloria Estefan (listen to the song, fill in the gaps, produce a poster about your job dreams and write a poem (collaboratively) about your job dreams. Homework: Research about “Collaborative Learning” (definition, principles, and personal opinion about the topic).
04/12/2013 1 p.m. to 5 p.m.	Reading: “Paulo Freire’s Biography”. Video: “Reading the world” - Group discussion about the video. Group discussion based on some parts of the book “Pedagogy of autonomy”. Homework (writing): “How can I help my students to become independent/autonomous?”
04/19/2013 1 p.m. to 5 p.m.	Homework review: sharing the answers to the question. Pre-video activities. Video/film: “Freedom writers”. Guidelines for the film analysis.
04/26/2013 1 p.m. to 5 p.m.	Discussion on the film (focus on the collaborative learning strategies). Instructions on lesson plan. Activity: “developing a lesson plan based on collaborative learning strategies and on your students’ needs” (finished at home).
03/05/2013 1 p.m. to 5 p.m.	Presentation of the lesson plan and its application in their classrooms. Activities about the text “No Speak English”, by Sandra Cisneros: focus on language resistance. Homework: Write another ending to the story (What happened with Mamacita and her family some years later?).
17/05/2013 1 p.m. to 5 p.m.	Sharing the ending of the stories. Evaluating the module. Reflexive session about the module.

Documents	Luz da Lua	Paula	Friend	Hillary	Daya	Phoebe Victoria	Ariel
Initial questionnaire	🗸	🗸	🗸	🗸	🗸	🗸	🗸
Written narratives	🗸	🗸	🗸	🗸	🗸	🗸	🗸
Class activity “Job Dreams”	🗸	-	-	🗸	🗸	🗸	🗸
Questionnaires about the lessons (a total of 6)	6	1	1	6	6	6	6
Reflective session	🗸	-	-	🗸	🗸	🗸	🗸
Final questionnaire	🗸	🗸	🗸	🗸	🗸	🗸	🗸

Faculdade de Letras - Universidade Federal de Minas Gerais Universidade Federal de Minas Gerais - Faculdade de Letras, Av. Antônio Carlos, 6627 4º. Andar/4036, 31270-901 Belo Horizonte/ MG/ Brasil, Tel.: (55 31) 3409-6044, Fax: (55 31) 3409-5120 - Belo Horizonte - MG - Brazil
E-mail: rblasecretaria@gmail.com

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[TFN1] Source: Empirical material generated by the second author of this text in 2013.