A repercussão da formação continuada no processo de ensino-aprendizagem de língua inglesa: um estudo de caso em uma classe do 6° ano da rede pública do estado de São Paulo

Abstract

This research studies and analyzes how continuing education of an English language teacher may affect the learning of students from Middle School, 6 th grade. Continuing education is evaluated within the teaching-learning process. Understanding resulting from this study is essential to critically think about the learning process and difficulties of a state school teacher, and probably encourage new reflections about teaching and learning. Drawing on an interpretative paradigm, this research carried out a qualitative study, whose data were collected through a questionnaire applied to a group of students, an interview with the focal teacher and video recording of a class, in a school located in Mauá, São Paulo. The procedure adopted for the analysis was the interpretation of contents generated by the questionnaires, the interview and videorecording of a class, as reliable material for the researcher´s reflections. The study participants are students of cycle ll, beginners in English, and the focal teacher who teaches that specific class. The interpreted data indicated that, due to extrinsic factors, the teacher tends not to resort to English language when interacting with students, regardless of her continuing education. This practice is likely to make the teachinglearning of English into an agent of education exclusion