Travessias (May 2017)
Critical formation in english teaching: reflexions about practicum
Abstract
This paper presents the analysis of five didactic sequences developed in the Practicum – during my Letras (Língua Inglesa e Literaturas) course at Universidade do Estado da Bahia (UNEB) in 2014 – in a critical perspective. The aim is to reflect how the proposed activities contributed for a critical formation of the learners as well as to suggest other methodological paths in English teaching. Thus, this work is a bibliography research whereby I used the theoretical categories worked by authors in Education and in the Linguistic area. Also, this work is a documental research whereby I promoted analytical treatment to the didactic sequences based on the theoretical framework. The results pointed out that: 1) the activities developed in the Practicum presented a social function, and therefore, a critical perspective. However, there are remnants of Traditional Pedagogy; 2) English teachers have problems in proposing meaningful activities for learners, and; 3) it is important to approximate the discourses and practices between university and school to build on effective educational critical practices.
