As práticas pedagógicas de professores de Inglês para Fins Específicos na Universidade Federal do Amazonas

Abstract

This research has as its object of study pedagogical practices in university teaching, with singularity in the discipline of English for Specific Purposes, carried out through the Postgraduate Program in Science and Humanities Teaching - PPGECH/UFAM. Its main theoretical contribution to higher education teaching is the studies of Nóvoa (2017), Franco (2015, 2016), Cunha (2009, 2010), Pimenta and Anastasiou (2010) and Silva (2019); and in the Instrumental Approach perspective: Monteiro (2009, 2015), Vian Jr (2015), Ramos (2005, 2015) and Celani (2016). And with the purpose of going in search of answers to the restlessness that moves the study, the following problem was raised: What is the perception of teachers about the pedagogical practices developed in the exercise of university teaching in the discipline of English for Specific Purposes in UFAM courses? And as a general objective, to analyze the perceptions of English for Specific Purposes teachers about their pedagogical practices developed in IFE classes. The research was designed from the perspective of a qualitative approach, having the Narrative Interview as the data collection technique. The treatment of the collected data was based on Content Analysis. The research revealed the need to prepare teachers for the IFE discipline, from initial training in relation to specific knowledge, and not just focused on reading skills. Also, the use of technology, especially in the pandemic period, contributed to the pedagogical practices of teachers, with emphasis on active methodologies, such as the learning diary, inverted class, preparation of teaching materials that raised significant experiences for dialogue, interaction and personal, school and academic confidences. Other issues were highlighted, such as: the need to rethink the syllabus and objectives of the IFE discipline to be offered in the different courses, as well as the rethinking of the nomenclature that still persists as Instrumental English. In reference to the problem raised, “the perception that teachers have in relation to pedagogical practices in university teaching” brought to light that teaching the subject of IFE is also a complex activity and full of challenges, which needs more attention from the institution. and of the teachers. In view of the evidence, the research refers to reflections on the role of English for Specific Purposes in UFAM courses, providing the public to whom this discipline is intended to know the real need for its delivery in undergraduate courses.