Perspectivas críticas de educação linguística emateriais didáticos: diálogos com professores/as de inglês da educação básica

Abstract

This study is part of the research line Language and Social Practices (Linguagem e Práticas Sociais) within the Graduate Program in Education, Language, and Technologies (Programa de Pós-Graduação em Educação, Linguagem e Tecnologias) at the State University of Goiás. It presents an investigation that aimed to discuss, with English teachers from basic education who are members of a CNPq research group, the production and use of teaching materials in their classes, based on critical perspectives in language education. Through conversations (Ocaña & Lopes, 2020) with five teachers from the Cerrado Network for Critical Language Teacher Education (Rede Cerrado de Formação Crítica de Professoras/es de Línguas), the study sought to reflect on their trajectories and practices with critical perspectives in language education, as well as to discuss the teaching materials used in their classes. The analysis of empirical data was conducted through a qualitative-interpretative approach (Denzin & Lincoln, 2018), enabling a dialogue between the participants’ narratives and authors such as Pereira (2000, 2018, 2024), Jordão (2016), Rajagopalan (2003, 2012), Pennycook (2012, 2021), Pessoa (2009, 2012), Siqueira (2010, 2012, 2018), Silvestre (2016, 2018), Monte Mór (2018), among others. The study highlighted the importance of promoting critical reflections on English language teaching in public schools, valuing teachers' trajectories, local contexts, and the re signification of teaching materials to foster a more meaningful and transformative educational practice.