<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762022000100372</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2022v20i1p372-393</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Protótipo &#8220;Teaching English to Teachers&#8221; pela perspectiva de justiça social:]]></article-title>
<article-title xml:lang="en"><![CDATA[Prototype &#8220;Teaching English to Teachers&#8221; from the perspective of social justice:]]></article-title>
<article-title xml:lang="es"><![CDATA[Prototipo de &#8220;Enseñanza del Inglés a los Maestros&#8221; desde la perspectiva de la justicia social:]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[KADRI]]></surname>
<given-names><![CDATA[Michele Salles EL]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ZANCOPÉ]]></surname>
<given-names><![CDATA[Thaísa Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UEL  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>372</fpage>
<lpage>393</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762022000100372&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762022000100372&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762022000100372&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo objetiva apresentar e analisar um protótipo (Teaching English to Teachers) para as aulas de línguas de programas de formação de professores de Inglês e analisar quais princípios de justiça social foram desenvolvidos e transpostos didaticamente. A proposta está embasada no ensino de línguas pela perspectiva da justiça social (FREIRE, 1974; ADAMS; BELL, 2016; BELL, 1997; ZEICHNER, 2008), na perspectiva do Pós-Método (KUMARAVADIVELU, 2003) e no conceito de material didático da proposta do web currículo (ALMEIDA, 2014) e dos protótipos (ROJO, 2017a). Os resultados apontam para diversos princípios da justiça social transpostos didaticamente. Concluímos que protótipos pensados a partir da perspectiva da justiça social e do pós-método para as aulas de língua inglesa têm potencial de propiciar práticas pedagógicas que contribuem para a construção de identidade docente com princípios ético-cidadãos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo presentar y analizar un prototipo (Teaching English toTeachers) para clases de idiomas en programas de formación de profesores de inglés y analizar qué principios de justicia social se desarrollaron y transpusieron didácticamente. La propuesta se basa en la enseñanza de idiomas desde la perspectiva de la justicia social (FREIRE, 1974;ADAMS; BELL, 2016;BELL, 1997;ZEICHNER, 2008), desde la perspectiva del Post-método (KUMARAVADIVELU, 2003) y el concepto de material didáctico de la propuesta de currículo web (ALMEIDA, 2014) y prototipos (ROJO, 2017a). Los resultados apuntan a varios principios de justicia social transpuestos didácticamente. Concluimos que los prototipos pensados desde la perspectiva de la justicia social y el método posterior para las clases de inglés tienen el potencial de proporcionar prácticas pedagógicas que contribuyan a la construcción de la identidad docente con principios éticos ciudadanos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[justiça social]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[protótipos]]></kwd>
<kwd lng="en"><![CDATA[social justice]]></kwd>
<kwd lng="en"><![CDATA[teacher education program]]></kwd>
<kwd lng="en"><![CDATA[prototypes]]></kwd>
<kwd lng="es"><![CDATA[justicia social: formación de profesores de inglês]]></kwd>
<kwd lng="es"><![CDATA[prototipos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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