Vozes que ecoam: saberes docentes, crenças, identidades e formação continuada de professores de inglês das escolas públicas em Eunápolis-Ba

Abstract

This study aims to analyze how teachers’ knowledge, beliefs, and identities influence the pedagogical practices reflected in the narratives of English teachers working in public schools in Eunápolis-BA, especially those participating in continuing education courses. These courses are considered to foster reflection on theory and practice and contribute to changes in teaching practices. The study emerges from the researcher’s experience as a public school English teacher and her work in Applied Linguistics (AL) as a student-researcher, also considering the context shared by teachers and students in the city. Conducted during the Covid-19 pandemic, the research is qualitative and ethnographic, developed through field research and netnography. Data were generated in stages through triangulation of narratives and semi-structured interviews with participating teachers. The analysis is grounded in AL and draws on contributions from authors such as Paiva (2003; 2005; 2013); Aragão (2007; 2009; 2010; 2021; 2022); Barcelos (2006; 2007; 2011; 2024); Moita Lopes (1996; 2008; 2013; 2021); Hall (2005; 2009; 2016); Mota-Pereira (2016; 2022); Cruz (2017); Mendes (2008; 2015; 2020; 2022); Tardif (2014), who discuss language teaching, beliefs, identities, and teacher education. The results show that teachers attribute great importance to continuing education courses, despite facing difficulties in participating. They also reveal that their practices are grounded in personal and professional experiences, aiming to make lessons more dynamic and engaging to foster students’ interest in learning English. According to the participants, teachers’ beliefs are constantly reconfigured throughout their trajectories, strengthening a more reflective and contextualized practice. Furthermore, teachers express the need for greater support from the Municipal Department of Education and advocate for partnerships with universities to expand training opportunities and enhance the dialogue between theory and practice. The findings highlight the importance of promoting English teaching that is culturally sensitive and aligned with the local reality.