Formação docente para o ensino de Língua Inglesa no Campus Vale do Rio Madeira: uma análise do Projeto Pedagógico do Curso de Letras

Abstract

The proposals for initial training for English language teachers need changes that answer the social and political contemporary demands. These changes are actions that must come from the curricula of Languages Course in accordance with the legal documents for teacher training, which must offer linguistic and pedagogical knowledge that develops intercultural knowledge to the students work in the different spaces that the graduation provides. The transformations resulting from globalization require the adaptation of pedagogical practices in the country's education, what has required new ways of teaching and learning languages. This research aims to investigate how the training process of English language teachers occurs according to the implementation of a new Pedagogical Project for the Languages Course at the Institute of Education, Agriculture, and Environment at the Federal University of Amazonas. The curricular change makes available to the whole society the possibility of attending Higher Education at night, especially for those who need to work during the day. The new curriculum is supported by the National Curricular Guidelines for Languages Courses (2001) and by BNC-Training (2019). This study adopts a qualitative documentary approach, in which we sought to analyze the curriculum matrix for the training of English language teachers in the Languages Course-Portuguese/English double degree in the city of Humaitá, Amazonas. The investigation concluded, in general, that the curriculum presents, in its components and projects, essential elements for teacher training for the English language. From this perspective, it provides interdisciplinary studies, with relevant social themes, with a focus on the intercultural training of future English teachers.