Implicações pedagógicas do programa idiomas sem fronteiras no desenvolvimento profissional de professores/as em formação no NUCLI-UFPB

Abstract

Due to the important role of the English Without Borders Program (2014) in pre-service teacher education, aiming to strengthen our national degree programs in the area of languages, this paper reports on teacher education experiences at NucLi-UFPB, with emphasis on the development of autonomy (FREIRE, 2014), of critical reflection about teacher practice (MAGALHÃES; CELANI, 2005) and of teacher identities (LEFFA, 2001). Based on interviews with agents involved in the teacher education process, general results point to significant changes in their thoughts and actions regarding the teaching-learning process, providing rich opportunities for their professional (and personal) development as well as for the construction of an essential theoretical-pedagogical repertoire for their (future) teaching practices.