A FORMAÇÃO INTERCULTURAL CRÍTICO-REFLEXIVA DE PROFESSORES DE INGLÊS NA AMAZÔNIA

Abstract

This work analyzes whether teachers trained in an undergraduate course (licentiate) in English as a foreign language developed critical-reflective knowledge that enables them to become a mediator of cultures in the teaching-learning processes. To this end, we sought to analyze the critical and reflective intercultural training of English teachers, based on the testimonies of the graduates of English classes (UFPA / Cametá), through semi-structured interviews and documentary analysis of the Pedagogical Political Project of the Course Graduation in English Language Letters. The data was analyzed in the light of cultural theories, intercultural education and critical foreign language teaching. The results show that, although the curriculum of the course, in its objectives, proposes the formation of interculturally competent subjects, the specific disciplines do not explicitly dialogue with the intercultural field, the consequence of which is that the intercultural competence of the graduates has not developed fully, although many respondents do consider themselves mediators of cultures.