Double degree in languages: Language and pedagogic implications to teacher education

Authors

  • Elisandra Rios da Silva Pamponet Duarte Universidade Estadual de Goiás (UEG), Câmpus CSEH, Anápolis, Goiás, Brasil
  • Helvio Frank Oliveira Universidade Estadual de Goiás (UEG) Câmpus CSEH https://orcid.org/0000-0002-0553-8075

DOI:

https://doi.org/10.5216/sig.v30i4.51866

Keywords:

Letras course. Double degree. Teacher education.

Abstract

This study aims to problematize aspects related to obligatory double degree
in Languages at Universidade Estadual de Goiás, including language and
pedagogic reflections to students who are majoring in Portuguese and English. A case study, supported by a documentary research and based on Language Teacher Education theories (ALMEIDA FILHO, 2004; CELANI, 2010; PAIVA, 2003, 2004, 2005; QUADROS-ZAMBONI, 2015), was conducted, firstly, with pre-service language teachers of all campuses that have Language Studies. After, the specificity was restricted to a single context. During the studies, we noticed that double degree in languages promotes some (in) viabilities for the teacher education, requiring critical reflection by the institutions responsible for the elaboration of teacher training policies, so that this education can be improved.

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Author Biographies

Elisandra Rios da Silva Pamponet Duarte, Universidade Estadual de Goiás (UEG), Câmpus CSEH, Anápolis, Goiás, Brasil

Professora efetiva da UEG.

Helvio Frank Oliveira, Universidade Estadual de Goiás (UEG) Câmpus CSEH

Professor Efetivo da Universidade Estadual de Goiás

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Published

2018-12-03

How to Cite

DUARTE, E. R. da S. P.; OLIVEIRA, H. F. Double degree in languages: Language and pedagogic implications to teacher education. Signótica, Goiânia, v. 30, n. 4, p. 675–701, 2018. DOI: 10.5216/sig.v30i4.51866. Disponível em: https://revistas.ufg.br/sig/article/view/51866. Acesso em: 1 jul. 2024.

Issue

Vol. 30 No. 4 (2018)

Section

Article

License

Copyright (c) 2018 Signótica

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