Formação de professores de língua inglesa em tempos de neoliberalismo: desafios e (res)significações na extensão universitária
DOI:
https://doi.org/10.12957/soletras.2025.94393Abstract
Continuing education programs for English Language teachers can enrich pre-service training and foster stronger connections between universities and schools. These initiatives, grounded in the triad of teaching, research, and community engagement (TELLES, 2002; MATEUS, 2009; REIS et al., 2019), offer undergraduates opportunities to go beyond the classroom and engage in experiences that shape their knowledge, practices, and professional identities. This study examines narratives from former monitors of the EDUCONLE, ConCol, and UNISALE projects to identify the influence of neoliberal discourse on their teacher education. Data were collected through autobiographical narratives, semi-structured interviews, and project archives. Findings reveal tensions between neoliberal logic—characterized by individualism, competitiveness, and commodification—and the search for collective, transformative experiences that reframe teaching practice. Ultimately, university outreach projects play a crucial role in pre-service teacher education, enabling future teachers to view teaching as an ongoing, dialogic, and socially committed process.
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