Formação do professor de inglês para educação básica: matriz curricular e perspectivas atuais.

Abstract

This study focuses on the Courses Pedagogical Projects of initial education of English teacher as a foreign language which belongs to Federal Universities created during the Restructuring Plan and Expansion of Federal Universities. It brings up a central issue of research: what kind of English teachers are proposed for the basic education in the context of the undergraduate? Therefore, the overall objective of this work is to analyze the initial educating process dimen-sions of English teachers for basic education and specifically: i) Identify the proposals of double undergraduate courses in a number of newly created universities; II) Examine the pro-posals of these double degree courses; III) Build up a form of descriptive character which can serve as a model for undergraduate course of initial educating as an English teacher as foreign language. This investigation is defined as qualitative nature (MINAYO, 2010). In order to carry out the research, the data collecting method was the document analysis (LAKATOS and MARCONI, 2010) and (GIL 2010) followed by content analysis which it was made some adjustments based on (BARDIN, 2011). The results from the document analysis did not re-veal any innovation in the curriculum related to bibliography, Researching and Extension projects, Complementary Activities and worries about the output proficiency level of the stu-dents. In short, the Courses Pedagogical Projects seem to maintain the idea of a traditional curriculum without any innovation.