Experiências como docente em formação: um olhar sobre a disciplina de estágio supervisionado obrigatório em língua inglesa no curso de letras

Abstract

This article aims to present the experiences lived from the English Language Supervised Internship, from UFRPE - UAST, in comparison with the precepts presented by the National Common Curricular Base (BNCC) with regard to the teaching of the English language. For that, we used theorists like Rojo and Moura (2012) with their foundation in relation to the pedagogy of multi-tools, with a language focused on technologies and other tools that should be used in the classroom, Rajagopalan (2011) with his point regarding the definition of an English language in a lingua franca perspective around the world, Oliveira (2016) with intense arguments about interdisciplinarity in English, as a totally natural process due to the expansion and needs that are increasingly necessary to remedy indigence of globalization and Leffa (1988) with a view on language acquisition, as well as official documents. Regarding the methodology, we use what Marli André (2007) understands in relation to research in education. Finally, we asked with this research that a critical bias on English language teaching is becoming increasingly necessary, as well as the contributions of Internships in training as an English language teacher.