Formação e prática crítico-reflexiva de professores de inglês em franquias de idiomas

Abstract

In this article, we aim to investigate the critical-reflexive practice of English teachers in the context of language franchises. To do so, we carried out a microethnographic study of descriptive basis, for which we counted with the participation of ten English teachers from two language franchises in Fortaleza. For this study, we expose the data collected from the application of a semi-structured interview in order to verify whether teachers adopt a critical-reflexive posture about their work. Regarding the reflexive approach, we take as basis the teachings of Horikawa (2004), Liberali (2004), Magalhães (2004), Romero (2004), Schön (1997, 2000), among others. It appears that the critical-reflexive practice of the investigated teachers is still embryonic and encounters several obstacles imposed by the nature of these institutions. There is, in fact, a tendency for the teacher to maintain his reflection more in the field of technique than in the critical-reflective field, since there is a tendency to standardize actions, which directly affects the teacher’s autonomy and identity.