English Teacher Education: Questions and Reflections on Methodological Aspects

Abstract

This article reflects upon teacher education as a possibility of collective construction of knowledge to counteract the incoming attempts of imposing unilateral perspectives at public university work in Brazil. We propose that teacher education should be localized and meaningful, going over teaching techniques and class procedures and touching individual reflections upon teaching and local identities. The implementation of this proposal is only possible by offering teachers ampler perspectives on teaching, valuing local identities, traditions, and cultural expressions. We argue in favor of a perspective of education based on three aspects about knowledge: 1. Local production; 2. Unpredictability and instability; 3. Essentiality and dispersion. The expected result is the humanization of the classroom, aspiring to awareness development regarding obligations and rights about citizenship.