Formação de professores de inglês e projetos sociais

uma proposta de experimento didático formativo

Abstract

Social projects emerge as an attempt to minimize the differences between the public and private sectors, offering complementary multidisciplinary activities for the training of their participants, including English classes. Based on one of the researcher's experiences as a volunteer English teacher in social projects, the lack of teachers’ preparation to work in this context was identified, as well as the absence of research that refers to the training of English teachers in contexts of social vulnerability. In order to fill these gaps, a Didactic Formative Experiment (SFORNI, 2015) was created for English language teachers working in social projects with the aim of preparing teachers to understand the social context in which they are inserted and to list the necessary knowledge to act in contexts of social vulnerability. The theoretical framework that supports this research are studies referring to the role of social projects (NASCIMENTO, 2011) (BONFIM, 2010), the perspective of social justice for education (BELL, 2016), teaching knowledge (TARDIF; RAYMOND, 2000) and the Didactic Formative Experiment (SFORNI, 2015) (AQUINO, 2014). This qualitative research aims to present the proposal of a Didactic Formative Experiment for the formation of teachers in contexts of social vulnerability. We point out that the educational product has the potential to start the preparation of teachers for this context, but we emphasize the need for longitudinal studies to evaluate the development of teachers.