Empathic reframing in the English teacher education for early years
DOI:
https://doi.org/10.5433/1519-5392.2020v20n2p121Keywords:
Critical teacher education, Conceptual development, Teaching English to children, Empathic reframing.Abstract
English language teaching to children (ELTC) is a reality in public and private
schools. On the other hand, the existing gaps in teacher education, due to the lack of guidelines for this teaching and the inclusion of this language as a discipline in the common curriculum in schools, perpetuate uncertainties and challenges regarding classroom practices. In order to contribute to the initial education of teachers who work with ELTC in the municipal schools of Apucarana (PR), an extension project was developed at the State University of Paraná
(Unespar) which aimed to promote critical practices in the ELTC. The general objective of this study is to share the sense of critical teaching of ELTC as critical moments (PENNYCOOK, 2001, 2004) that trigger empathic reframing (SMAGORINSKY; JHONSON, 2017) developed and mapped in the project in question. For this, Vygotskian assumptions about conceptual development were used, as well as the theory of argumentation according to Liberali (2013). The results indicate that even at the level of a pseudoconcept (VYGOTSKY, 2007, 2008) the project led to the development of empathic reframing, capable of contributing to a more humane society from the classroom.
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