O compartilhamento de saberes na formação contínua de professores de inglês: um estudo de caso em uma escola pública de Manaus (AM)

Abstract

This research is situated in Applied Linguistics, with the primary objective of investigating how knowledge-sharing practices are implemented among English teachers in a public school in Manaus, Amazonas. The specific objectives are to identify which knowledge-sharing practices are developed among English teachers and to analyze the impact of these practices on the continuous professional development of English teachers. The theoretical foundation draws on studies of knowledge-sharing by Geertz (1989), Lave and Wenger (1991), Freire (1996), Borg (2003), Berger and Luckmann (2014), and Cavalcanti (2014), and on teacher education by Moita Lopes (1996), Kleiman (1995), Candau (1999), Vieira-Abrahão (1999; 2004), Larsen-Freeman (1997), Celani (2002; 2008), Paiva (2002), Costa (2004), Almeida Filho (2005), Leffa (2008; 2016), Kumaravadivelu (2006), Rojo (2009), Santos Forster et al. (2011), and Tardif (2014). The research methodology is qualitative, following Minayo (2001) and Celani (2005). A case study approach was chosen based on Stake (2015), Orsolini and Oliveira (2013), and Yin (2010). The research locus is a state public school in Manaus, linked to the State Secretariat for Education and Quality Teaching (SEDUC-AM). Data collection instruments included two questionnaires (a Profile Questionnaire and an Investigative Questionnaire) and a semi-structured interview script based on Alencar (2021), Araújo (2019), Monteiro (2009; 2014), Sousa (2019), and Tavares (2021). Regarding the research findings, data analysis provided insights into knowledge-sharing practices among English teachers. This study aims to contribute, as much as possible, by offering opportunities for reflection on continuous teacher training, pedagogical practices, and strategies that may foster the generation of new knowledge as a result. The research underscores the need for continuous training and knowledge-sharing among English teachers in Amazonas to enhance teaching practices. Programs adapted to the local context, which encourage experience-sharing and collaborative professional development, are also emphasized as means of promoting high-quality education.