Double degree in languages: Language and pedagogic implications to teacher education

Authors

DOI:

https://doi.org/10.5216/sig.v30i4.51866

Keywords:

Letras course. Double degree. Teacher education.

Abstract

This study aims to problematize aspects related to obligatory double degree
in Languages at Universidade Estadual de Goiás, including language and
pedagogic reflections to students who are majoring in Portuguese and English. A case study, supported by a documentary research and based on Language Teacher Education theories (ALMEIDA FILHO, 2004; CELANI, 2010; PAIVA, 2003, 2004, 2005; QUADROS-ZAMBONI, 2015), was conducted, firstly, with pre-service language teachers of all campuses that have Language Studies. After, the specificity was restricted to a single context. During the studies, we noticed that double degree in languages promotes some (in) viabilities for the teacher education, requiring critical reflection by the institutions responsible for the elaboration of teacher training policies, so that this education can be improved.

Downloads

Download data is not yet available.

Author Biographies

  • Elisandra Rios da Silva Pamponet Duarte, Universidade Estadual de Goiás (UEG), Câmpus CSEH, Anápolis, Goiás, Brasil

    Professora efetiva da UEG.

  • Helvio Frank Oliveira, Universidade Estadual de Goiás (UEG) Câmpus CSEH

    Professor Efetivo da Universidade Estadual de Goiás

Downloads

Published

2018-12-03

Issue

Vol. 30 No. 4 (2018)

Section

Article

License

Copyright (c) 2018 Signótica

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author (s) authorize Signótica to publish an article, if accepted, signing its contribution as original and not submitted to another publisher for publication. In case of acceptance and publication, Signótica's articles are Creative Comons BY-NC-ND (Attribution + Non-Commercial + Non-Derivatives)

How to Cite

DUARTE, E. R. DA S. P.; OLIVEIRA, H. F. Double degree in languages: Language and pedagogic implications to teacher education. Signótica, v. 30, n. 4, p. 675–701, 3 Dec.2018.