A pragmática nas margens: formação de professores de inglês e tensões curriculares no Chile
DOI:
https://doi.org/10.35588/ayr.v8i1.7913Palavras-chave:
pragmática, pragmalinguística, consciência metapragmática, formação de professores, currículo, cognição do professorResumo
Este estudo descritivo de métodos mistos investiga como a competência pragmalingüística é posicionada nos programas de formação de professores de inglês (ELTE) no Chile, com atenção especial às perspectivas dos formadores de professores de inglês (ETEs) e à representação da pragmática nos documentos curriculares formais. Dados de uma pesquisa com 30 ETEs de 26 programas foram combinados com uma análise qualitativa de conteúdo de 12 currículos de graduação. Os resultados mostram que os ETEs relatam altos níveis de consciência metapragmática e forte apoio à integração do ensino pragmático na formação de professores. Eles enfatizam a variação contextual, o registro e a adequação como elementos centrais de seu trabalho pedagógico. No entanto, a análise curricular revelou que essas dimensões raramente são explicitadas nas estruturas dos programas. Essa discrepância aponta para uma desconexão entre os entendimentos pedagógicos dos formadores de professores e as formas como os currículos conceituam formalmente a competência comunicativa. Os resultados destacam a necessidade de integração sistemática e explícita da competência pragmática nos currículos de formação de professores de inglês como língua estrangeira (ELTE), juntamente com práticas de avaliação que reconheçam a adequação e a sensibilidade contextual como componentes centrais da habilidade comunicativa nos contextos de formação de professores de inglês como língua estrangeira (EFL).
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2026-01-14Publicado
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Direitos de Autor (c) 2026 Francisco Matus-Alarcón, Anita Ferreira
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
