Resumo

KADRI, Michele Salles EL  e  ZANCOPE, Thaísa Cristina. Prototype “Teaching English to Teachers” from the perspective of social justice:. e-Curriculum [online]. 2022, vol.20, n.1, pp.372-393.  Epub 06-Maio-2022. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2022v20i1p372-393.

This article aims at presenting a prototype (Teaching English to Teachers) for language classes in English teacher education programs and analyzing which social justice principles were developed and didactically transposed. The proposal is based on the teaching of languages from the perspective of social justice (FREIRE, 1974;ADAMS; BELL, 2016;BELL, 1997;ZEICHNER, 2008), from the perspective of the Post-method (KUMARAVADIVELU, 2003) and the concept of didactic material from the web curriculum (ALMEIDA, 2014) and prototypes proposal (ROJO, 2017a). The results point to several principles of social justice transposed didactically. We conclude that prototypes thought from the perspective of social justice and post-method for English language classes have the potential to provide pedagogical practices that contribute to the construction of teaching identity with ethical-citizen principles.

Palavras-chave : social justice; teacher education program; prototypes.

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