A EXTENSÃO COMO DISPOSITIVO PARA O DESENVOLVIMENTO PROFISSIONAL DOCENTE SOB A PERSPECTIVA DA (AUTO)BIOGRAFIA

Abstract

The present research is part of the field of Applied Linguistics (AL) and is interested in studies related to the subject of teacher training in languages-cultures. The objective of the research was to understand how the experiences based on the narrative documentation process regarding the teaching of languages-cultures in public schools and the training activities provided by higher education institutions can shape the professional development of teachers of languages-cultures that work in public education. Methodologically, it was characterized as an interpretive qualitative research of the type narrative and (auto)biographical research with an English language teacher who works in the high school of a public institution in a city that is part of the Centro Territorial de Educação Portal do Sertão (NTE). 19). To generate research data, field diaries were recorded within the scope of the project Atelier Didactic: reports of pedagogical experiences for teacher professional development, which was based on the proposal of the Narrative Documentation of Pedagogical Experiences (DNEP). In addition, travel diaries and document analysis of reports and resolutions related to university extension and the Foreign Language Literature Improvement Program (Núcleo PALLE) were carried out. The pedagogical document resulting from the action made it possible to highlight the following impacts of the activity developed: i) impact on the professional development of teachers of language-cultures, dialogic interaction with the school for teaching languages- cultures, ii) the role of the teacher-narrator as researcher on the inseparability between teaching and research in languages-cultures and iii) impact on the professional development of teachers for transformation and social justice. The result achieved from the research allowed us to present the thesis that university extension can be articulated in order to enhance a space for training teachers of languages-cultures linking school-university in favor of building a language education policy taking as reference the pedagogical experiences of those who narrate them.