Scholar curriculum and English teachers’ education in two universities: inquiries and unfoldments

Authors

DOI:

https://doi.org/10.17058/rea.v28i3.14310

Keywords:

TESL training. Contemporary education. Syllabus (re)making.

Abstract

This study discusses how contemporary education and its consequences meet into teachers initial training and analyses syllabus re-making processes at Literature school of Universidade Estatal de Londrina and Universidade Estatal de Goiás regarding Teaching English as a Second Language (TESL) initial training for children and Portuguese teachers for speakers of other languages. The results indicate that the themes taken to the classes are based on prescriptive documents, in the field of the teachers' performance and partially consider the local needs and possible contexts of professional performance.

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Author Biographies

  • Giuliana Castro Brossi, UEG/Inhumas
    Docente no curso de Letras da Universidade Estadual de Goiás/ Campus Inhumas - Doutoranda no Programa de Pós-graduação em Estudos da Linguagem na Universidade Estadual de Londrina
  • Mariana Furio, Universidade Estadual de Londrina
    Docente no Departamento de Letras Estrangeiras Modernas da Universidade Estadual de Londrina. Doutoranda no Programa de Pós-graduação em Estudos da Linguagem na Universidade Estadual de Londrina
  • Juliana Reichert Assunção Tonelli, Universidade Estadual de Londrina
    Professora Adjunta no Departamento de Letras Estrangeiras Modernas da Universidade Estadual de Londrina. Doutora em Estudos da Linguagem e Pós doutora em Linguística Aplicada.

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Published

2020-08-28

Issue

Vol. 28 No. 3 (2020)

Section

Artigos do Fluxo

License

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How to Cite

Scholar curriculum and English teachers’ education in two universities: inquiries and unfoldments. (2020). Reflexão E Ação, 28(3), 96-112. https://doi.org/10.17058/rea.v28i3.14310