Reflexões de professores em formação sobre o ensino de língua inglesa na EJA sob a perspectiva do letramento critico

Abstract

This work aims to identify and reflect on the challenges for the teaching of English in a class of youth and adult education in a public high school in João Pessoa. It also looks at teaching practices and materials developed from the perspective of critical literacy in the subproject PIBID (Institutional Program of Grants for Initial Teaching Practice) for the English teacher education course at Universidade Federal da Paraíba to help to overcome the challenges faced. The work has a qualitative nature and fits in an action research model. It takes as corpus twelve reflective journals written by three student teachers working at the subproject and two lesson plans designed by them. Data analysis has shown that, through lessons based on Critical Literacy, students’ engagement with the English language has changed in a positive way, as well as their behavior in classes, what helped to overcome some of the challenges encountered. This work also highlighted the importance of reflecting on teaching practices for students of Youth and Adult Education as a way of expanding teachers’ knowledge in initial education, as they have the opportunity to resignify their practices and become better prepared to work with students in EJA.