A proficiência do professor de inglês como LE : uma análise das Diretrizes Curriculares e dos Projetos Pedagógicos de três cursos de Letras / English teacher proficiency as a foreign language : an analysis of the National Brazilian Directives and the Pedagogical Projects of three Letters courses

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

A considerable number of English language courses from Letters undergraduate programs have not been preparing high-quality teachers. In 2001, the National Brazilian Directives for the Letters undergraduate programs were published to guide and provide some autonomy for the Letters courses to produce their documents. Besides those official documents, the Letters undergraduate programs for teachers have to be guided by the National Brazilian Directives for the Education of Teachers of Basic Education. Under the scenario, this study focused on the English language proficiency levels considered appropriate for the teacher at the end of the Letters course. We aimed at investigating the official documents that direct the education of future (English) teachers; and at the same time the documents prepared by three Letters (Portuguese/English) undergraduate programs located in São Paulo state. In order to carry out the research, our data collecting method was document analysis, followed by the content analysis. The theoretical framework was based on the English for Specific Purposes (ESP) approach (HUTCHINSON &WATERS, 1987; CELANI, 1997; VIAN JR, 1999; BASTURKMEN &ELDER, 2004; RAMOS, 2008), the issue of what constitutes proficiency (STERN, 1983; SCARAMUCCI, 2000; LLURDA, 2000); and the adequate proficiency for the foreign language teacher in the classroom (ELLIS, 1988; ELDER, 1994). Our results revealed that the official documents do not make specific requirements for the foreign language teacher. The data from the three Letters undergraduate programs enabled us to identify very different proficiency profiles. Our results also led to the fact that adequate proficiency profiles of foreign language teachers are composed of the language of interaction and the language of instruction. In conclusion, Letters undergraduate programs which prepare English and Portuguese teachers concomitantly do not contribute for the teacher effective professional performance. Nevertheless, the pedagogical projects designed by the Letters courses have to change according to the educational policies. Currently, there is a new Curricular Proposal for Foreign Language Teaching in the state of São Paulo, as well as the inclusion of foreign languages in the Textbook National Program. In that case, our study can contribute to the Letters courses redefine the adequate proficiency levels in the foreign language of the teacher

ASSUNTO(S)

educational policy professores de ingles - formação política educacional diretrizes curriculares nacionais engllish teacher national brazilian directives

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