TEACHERS’ SUBJECTIVITY IN ENGLISH TEACHING: (AUTO) BIOGRAPHY AND NARRATIVES

Carla Graciele Ramos Fraga; Denise Aparecida Brito Barreto

doi:10.22481/praxis.v15i31.4665

TEACHERS’ SUBJECTIVITY IN ENGLISH TEACHING: (AUTO) BIOGRAPHY AND NARRATIVES

Authors

Carla Graciele Ramos Fraga Instituto Federal do Norte de Minas Gerais – Brasil
Denise Aparecida Brito Barreto Universidade Estadual do Sudoeste da Bahia – Brasil

DOI:

https://doi.org/10.22481/praxis.v15i31.4665

Keywords:

English teachers. Learning experiences. Narrative interviews

Abstract

This article aims at presenting data analysis produced during the research conducted at IFNMG in partnership with UESB. English teachers that work in Basic Education, High School Courses integrated with Technical Courses participated in this research. Supported by Autobiographical methodology and narrative interviews, this article presents data that contributes to comprehending English Teaching considering the teachers’ subjectivity, which includes their personal stories and experiences of English learning in different contexts. Data has shown that teachers’ own learning experiences of the foreign language has a significant impact on their teaching practice and classroom decisions.

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Author Biographies

Carla Graciele Ramos Fraga, Instituto Federal do Norte de Minas Gerais – Brasil

Mestre em Educação pela Universidade Estadual do Sudoeste da Bahia (UESB). Possui graduação em Letras Inglês pela Universidade Estadual de Montes Claros (Unimontes), Especialização em Ensino de Língua Inglesa pela Universidade Federal de Minas Gerais (UFMG). Atualmente atua como professora efetiva de Língua Inglesa no Instituto Federal do Norte de Minas Gerais (IFNMG), campus Salinas.

Denise Aparecida Brito Barreto, Universidade Estadual do Sudoeste da Bahia – Brasil

Doutora em Educação pela Universidade Federal da Bahia (UFBA). Pós-doutorado em Educação pela Faculdade de Psicologia e Ciências da Educação em Coimbra. Professora plena da Universidade Estadual do Sudoeste da Bahia, da Licenciatura em Letras – Departamento de Estudos Linguísticos e Literários (DELL) e do Programa de Pós-graduação em Educação/PPGEd. Pesquisadora do Grupo de Pesquisa Linguagem e Educação - GPLEd/CNPQ/UESB.

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Published

2019-01-17

How to Cite

FRAGA, C. G. R.; BARRETO, D. A. B. TEACHERS’ SUBJECTIVITY IN ENGLISH TEACHING: (AUTO) BIOGRAPHY AND NARRATIVES. Práxis Educacional, Vitória da Conquista, v. 15, n. 31, p. 163-181, 2019. DOI: 10.22481/praxis.v15i31.4665. Disponível em: https://periodicos2.uesb.br/index.php/praxis/article/view/4665. Acesso em: 22 nov. 2024.

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Issue

Vol. 15 No. 31 (2019): jan./mar. Dossiê Temático: As parcerias entre o poder público e o terceiro setor: implicações para a democratização da educação

Section

Artigos

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