Implicações da postura crítica do professor de língua inglesa para a formação do aluno crítico-reflexivo

Abstract

About the thoughts on the role of the teacher in the classroom and reflections arising from their practice, this article discusses the implications of the critical position of Professor of English Language politically conscious student education for critical and reflective. It discusses the process of teaching / learning that enables the learner to construct their own knowledge. The proposed work will contribute to the reflections on the subject, which will become relevant for possible necessary about education interventions that according to Freire (1983), should be promoted in view of the political and social aspects that directly interferes with the construction of a new educational model. The research is qualitative / investigative character of bibliographic nature with research in the areas of teaching and learning of foreign languages (LEFFA, 2001; 2006; 2012; ALMEIDA FILHO, 2007; MOITA LOPES, 1996; SIQUEIRA, 2008, 2010, 2012); authors that describe the scenario of global expansion of English, the challenges arising from this reality and relevance to the educational context (CRYSTAL , 2005; RAJAGOPALAN , 2005; 2010; LEFFA, 2001; 2006; 2012; ALMEIDA FILHO, 2007; MOITA LOPES, 2003; SIQUEIRA, 2009; 2010; 2012; VIEIRA , 2010).Theoretical assumptions about the critical attitude of the English language educator (SENA, 2010; FREIRE 1989, 1996, 2001, DEMO, 2006; PERRENOUD, 2002; SIQUEIRA, 2009; 2010; LUCKESI, 1985). The main question this study answers how the critical posture of an English language teacher can contribute to the formation of critical and reflective learner. Collaborates authentic and meaningful way to the reflections / actions of professional education, specifically for teachers of English Language, who strive to achieve the appropriate profile for a performance in the classroom, which allows the formation of critical-reflective consciousness of learners.