O ensino de língua inglesa para Educação de Jovens e Adultos (EJA): foco na ação reflexiva do professor

Abstract

This research aims to determine the conduct of English language teaching for students room of the Youth and Adult Education (EJA), focusing on the teacher's action, according to the proposal of Specialization in "Reflective Practice and Teaching and Learning English Language at Public School ", COGEAE-PUCSP. The chapter of the was built, almost entirely, the material presented throughout the course of "Practice Reflective" and was structured this way: Foreign Language Teaching and learning (LE) (Liberali, 2009; Leffa, 2012) ; Youth and Adult Education (EJA) (Ribeiro 1999); Training Teachers of Critical (Schön, 1987; Liberali, 2008; Perrenoud, 2002; Moita Lopes, 2003; Alarcão 1998); Lesson plan (Vasconcellos 2006; Hutchinson and Waters, 1987); Rating (Álvarez Méndez, 2002; Kleiman, 2007; Duboc, 2007). We consider the searching as a research methodology, with interpretive nature. For this, confronted the teacher's actions with visas modules in the course of "Reflective Practice" for this session met in support: Rizzini (1999); Liberali (2011); Apolinário (2012). The construction and the result of this research allowed pointing the way for a critical reflection on the teacher’s action with that significant changes could occur in relation to the learning process