Trajetória de uma professora de inglês em meio a orientações e políticas contraditórias

Abstract

This study is part of the Graduate Program in Education of the University of Oeste Paulista (Unoeste), in Research Line 01: Public Policies in Education, training processes and diversity. Starting from the principles of English Language teaching in public schools, educational policies and, in a certain way, teacher training based on reflection on action, it becomes necessary to highlight the teacher as a researcher as a way of understanding pedagogical praxis. The research had as main objective: to analyze the path and the teaching challenges faced through the proposition of the educational policies related to the teaching of English in the state public school in an autobiographical perspective. Considering the research approach adopted for this study, the following aspects were contemplated: the state of knowledge; documental analysis; writing of narratives by the researcher herself. As a way to anchor this study, a critical-reflexive analysis of the instabilities and setbacks presented by current and previous educational policies and, above all, regarding English language teaching in the context of the state public school was outlined. In addition, practical examples were presented within the narratives in order to prove that there is teaching and learning of the English language, if the singularities of each student are respected, the effectiveness of the student's protagonism, affectivity and empathy through the activities performed. From this, it becomes evident the need for the teacher to have a voice in the school environment, not only through the interventions carried out in class, but also by considering the exchange of ideas, experiences among peers and school management. It is worth mentioning that the teacher, independent of the area of education, will reflect about educational actions, thus becoming a researcher not only of scientific knowledge, but also of what occurs in the classroom, at school and in education in general. Moreover, through this research, it has become possible to understand that personal aspects interfere directly and indirectly in professional aspects so that even in the face of uncertainties, conflicts, instabilities, lack of didactic-pedagogical resources and contradictory policies, the educational process can run effectively.