Promoting sociocultural autonomy in pre-service teacher education of English in the PIBID/Capes context

Authors

  • Fernanda Passos da Trindade Jorge Neres Universidade Federal do Rio de Janeiro (UFRJ), Rio de Janeiro, RJ, Brasil
  • Christine Siqueira Nicolaides Universidade Federal do Rio de Janeiro (UFRJ), Rio de Janeiro, RJ, Brasil

DOI:

https://doi.org/10.5216/sig.v28i2.38393

Keywords:

sociocultural autonomy, pre-service teacher education, language teaching

Abstract

In a research context of the subproject Letters- English/UFRJ PIBID/CAPES it was possible to observe a balance concerning decision making by students. Instead  of  students  guided  by  tasks  only  defined  by  their  coordinator,  they became more responsible for their work. This paper aims to understand the promotion of sociocultural autonomy (OXFORD, 2013) among undergraduate students  involved  in  the  project.  We  bring  up  some  examples  on  how  the conduction of this PIBID Project was carried away along pedagogical meetings and how this balance of decision making reflects in the classroom when these undergraduate students act then as teachers.

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Author Biographies

Fernanda Passos da Trindade Jorge Neres, Universidade Federal do Rio de Janeiro (UFRJ), Rio de Janeiro, RJ, Brasil

Graduada em Nutrição pela UFRJ, graduanda em Letras Bacharelado Português/Inglês e Mestre em Linguística Aplicada.

Christine Siqueira Nicolaides, Universidade Federal do Rio de Janeiro (UFRJ), Rio de Janeiro, RJ, Brasil

Professora Pesquisadora do Programa Interdsiciplinar de Pós-Graduação em Linguística Aplicada

Professora Adjunta IV de Inglês da Faculdade de Letras, Departamento de Letras Anglo-Germânicas da UFRJ

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Published

2016-11-23

How to Cite

NERES, F. P. da T. J.; NICOLAIDES, C. S. Promoting sociocultural autonomy in pre-service teacher education of English in the PIBID/Capes context. Signótica, Goiânia, v. 28, n. 2, p. 311–338, 2016. DOI: 10.5216/sig.v28i2.38393. Disponível em: https://revistas.ufg.br/sig/article/view/38393. Acesso em: 17 jul. 2024.

Issue

Vol. 28 No. 2 (2016)

Section

Article

License

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