A formação do professor para o ensino bilíngue

• Ano de defesa: 2019
• Autor(a) principal: Espírito Santo, Emanuela Rodrigues do
• Orientador(a): Vasconcelos , Maria Lucia Marcondes Carvalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Palavras-chave em Português: educação bilíngue; formação de professores; licenciaturas
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://dspace.mackenzie.br/handle/10899/25545

The Brazilian educational scenario in private schools has changed in recent years due to the increase in demand for quality teaching associated with proficiency and fluency in at least one foreign language, in general, the English Language. Thus, the number of bilingual institutions has grown, in which families enroll their children with the intention of developing fluency from an early age in another language. In these institutions, the presence of a trained foreign-language educator with fluency, pronunciation and prosody close to the native ones is valued, and, not always, the importance of the presence of a Portuguese-language teacher who also has daily contact with the language of the child is discussed. For this to occur, it is necessary for teachers to have a good university education that contemplates the concepts of bilingual education, so that they can be applied in the school routine. Knowing this, the main goal of this research is to understand how the learning process of professionals who teach in bilingual education institutions has taken place and how this training influences their pedagogical performance. Those educated from the undergraduate courses, a training space for teachers, must know how to articulate theory and practice in the classroom in a bilingual environment. Based on the theoretical assumptions of Baker & Wright (2017), Freire (2011, 2015 and 2016), Mello (2009 and 2010), Meaney (2009), Megale (2005) and others, the presence of a qualified teacher, who validates the students' contributions to their learning is questioned.