Ensino de língua inglesa no projeto Casas de Cultura no Campus: aprendizados e reflexões de uma professora em formação inicial

Abstract

The aim of this study is to investigate my experiences, reflections and development as a teacher in inital formation during the time I was in Casas de Cultura no Campus, a project from Faculdade de Letras, situated in the Federal University of Alagoas (Ufal). It focuses on the deconstruction of beliefs regarding the teaching-learning of foreign languages lived by me during that time and, above all, the outcomes the interconnections the deconstructions caused on my teaching practice and on the learning and critical education of my students. The study follows orientations of autoetnography, which Tony Adams (2015, p. 1) characterized as “artistic and analytic demonstrations of how we come to know, name, and interpret personal and cultural experience”, in which the researcher inserts themselves as a participant of their own research with the purpose of interpreting and reflecting on their practice during the research progress. Allied to the notions of critical literacy (SANTOS E IFA, 2013; MCLAUGHLIN E DEVOOGD, 2004; JANKS, 2013), that incentives the critical participation of students in and outside the classroom, made use of class plans, class reports, WhatsApp and Facebook prints, written texts and audios produced by the students as data collection. The notions of transculturality were also present so it could be made possible both the understanding of culture exchanges and how it repercussed on the learning process of the target-language for the students. The results show that the choice of adopting the critical literacy perspective in my classroom brought all the participants great and effective linguistic, critical and social development, once they were capable of expressing themselves in the same way they could build their citizen formation. Finally, having my beliefs resignified regarding my ways of teaching brought everlasting good consequences.