Inglês como língua franca na formação de professores na Argentina: desvendando as vozes dos formadores de professores
DOI:
https://doi.org/10.35588/ayr.v7i1.7383Palavras-chave:
Inglês como língua franca, Formação de professores de inglês, duo-etnografia, conceitualizações, práticaResumo
Esta duo-etnografia examina como dois formadores de professores de inglês em uma faculdade de formação de professores na Argentina construíram uma concepção teórica e uma pedagogia do inglês como língua franca (ILF). Alguns debates recentes no campo da formação de professores refletem as tensões entre as agendas neoliberais e de justiça social e o impacto crescente de paradigmas como o ILF ou o idioma internacional. Mesmo assim, perspectivas mais tradicionais sobre o idioma persistem em nível teórico e pedagógico (Marlina, 2018; Rosa, 2021). A literatura revela a necessidade de integrar o ILF ao currículo e à formação inicial de professores (Crowther et al., 2024; Matsuda, 2017); no entanto, a forma de colocá-lo em prática é uma área de lacuna. Por meio do diálogo reflexivo e da investigação narrativa sobre o ILF, este estudo relata as mudanças epistemológicas e pedagógicas dos participantes, as restrições institucionais e a coexistência de diversas perspectivas em um único programa. Ao se concentrar nas vozes e na agência profissional dos instrutores, esta pesquisa contribui para o desenvolvimento de pedagogias transformadoras informadas pelo ILF e oferece uma visão crítica das implementações locais em programas de formação de professores de inglês. O estudo também destaca o valor da duo-etnografia no exame de perspectivas e práticas intra-institucionais.
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Direitos de Autor (c) 2025 María Gimena San Martín, Ana Cecilia Cad
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
