Agência docente na educação linguística com crianças: Aspectos temporais e colaborativos
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Data
2025-12-11
Autores
Galvão, Ana Sara Manhabusque
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Universidade Federal do Espírito Santo
Resumo
Teaching English to young learners is a growing reality around the world. An increasing number of schools are including English in their curricula in Brazil, making it necessary to investigate specific teacher education for this area. The knowledge required to work in language education with children is transdisciplinary and involves, among other things, linguistic and pedagogical aspects. Despite this new scenario in schools, current Brazilian legislation still lacks official guidelines, since the English language is only regularly included in curricula from the sixth grade of Elementary School onwards. Given this context, this research investigates the agency development of teachers working in this area, considering the challenges they face in their teacher education path and in the workplace. The objective is to analyze how English teachers develop their agency in the context of language education with children based on temporality (Emirbayer; Mische, 1998), considering the relational and collaborative conception of agency (Priestley; Biesta; Robinson, 2015) and its transformative aspect (Stetsenko, 2023). The data was generated with teachers from different parts of Brazil, through online and face-to-face meetings that promoted discussions about the topic. Theories about agency and each of the temporal aspects (past, present, and future) are combined with the data generated. Each chapter of this thesis presents a combination of theories and data. Our intention was to include the voices of the participants in the entire writing process, mainly because it deals with a topic that is directly related to them – teacher agency. The results point to the collaborative aspect as essential in teachers’ professional activity, in addition to highlighting factors that hinder and promote the development of agency in concrete contexts of action. The results also make it possible to understand what would be necessary in the future to promote more agency, based on the participants’ opinions regarding the various entities involved in language education with children: the government, the school, parents, universities, among other aspects highlighted in the research. We believe that his investigation can support the implementation of policies and help several sectors involved in education to listen to the voices that matter – those who experience the daily reality of the classroom. New proposals for language education with children must be aligned with the needs and realities of teachers working in this context.
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Agência docente , Educação linguística com crianças , Temporalidade
, Língua inglesa - Estudo e ensino , Professores - Formação , Teacher agency , Language education with children , Temporality