Curriculum Reform in the State of Goiás, Brazil
Beliefs of English Teachers in the Public Teaching Context and Reflections on Teacher Education
DOI:
https://doi.org/10.14393/LL63-v38-2022-23Keywords:
Teachers’ beliefs, Curriculum reform, DC-GO, English language teaching and learning, Public schoolAbstract
In this article, we report the results of a doctoral, documentary, ethnographic research, of qualitative-interpretative nature, developed between 2019 and 2022, in the context of the curriculum reform in the state of Goiás, which occurred due to the sanction of the National Common Core Curriculum (BNCC). The general objective of the research was to analyze the conceptions in the new curriculum document for the State of Goiás for the English language area – the DC-GO – and to investigate how English teachers and curriculum developers understood such a proposal in terms of English language teaching and learning. The research participants were four English language teachers from two state schools in a city in the state of Goiás and two curriculum developers. In this article, we focus on the beliefs of English language teachers. We hope that the research results will enrich the discussions within Applied Linguistics on educational reforms and teaching policies carried out in Brazil and on the education of language teachers.
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