Abstract
This paper shares some of the insights gathered from my experiences as a teacher educator and researcher in the English Language and Literature Undergraduate Course at UFES (Federal State University of Espírito Santo). More precisely, it focuses on the development and awareness of my critical praxis from the Teaching Practicum and Supervised Internship standpoint, where an auto-ethnographic study emerges based on my interactions with a group of undergraduates and their professor in charge. The study, therefore, provides personal and local understandings for critical language education and literacy programs and curricula that, in their turn, may eventually inform broader contexts, their ongoing actions and possible new beginnings.
Presenters
Lívia FortesProfessor, Languages and Literature, UFES / Universidade Federal do Espírito Santo / Federal State University of Espítito Santo, Espírito Santo, Brazil
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
CRITICAL TEACHER EDUCATION, PRAXIS, PRE-SERVICE, UNDERGRADUATE CURRICULA, ENGLISH, AUTOETHNOGRAPHY
