Desenvolvimento profissional dos professores de EFL na Colômbia: entre o colonial e as práticas locais
DOI:
https://doi.org/10.17533/udea.ikala.2722Palavras-chave:
desenvolvimento profissional, políticas linguísticas, inglês como língua estrangeira, investigaçãoResumo
O desenvolvimento profissional dos docentes de inglês como língua estrangeira representa um desafio para os docentes, os formadores de docentes e os legisladores, para obter melhores padrões educativos. No quadro do programa Colômbia Bilíngue, o Ministério de Educação Nacional propõe um modelo de desenvolvimento profissional que pretende abranger um número significativo de docentes. Este artigo apresenta uma visão crítica desse programa, à luz da literatura nacional e internacional sobre formação de docentes. Conclui que é preciso incluir novas propostas baseadas na concepção pós-método, a valoração do conhecimento produzido localmente e o trabalho colaborativo entre os legisladores e os acadêmicos nacionais, para gerar programas de desenvolvimento profissional mais adequados à nossa realidade.
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