O Centro de Estudos de Línguas como espaço de preparação para professores de língua inglesa em formação inicial

Abstract

This undergraduate thesis aims to analyze the role of the Language Study Center (CEL) of the Universidade Federal do Amazonas (UFAM) as a formative space for pre-service English teachers. The research follows a qualitative and interpretivist approach, based on theoretical perspectives from Freire (1996), Tardif (2002), Nóvoa (1992; 2009), and Zeichner (2010). Questionnaires were applied to undergraduate students and alumni who participated in the project, and the data were examined through content analysis (Bardin, 2011), focusing on aspects such as lesson planning, methodology, teaching resources, and supervision. The results revealed that CEL significantly contributes to the development of pedagogical skills, the construction of teacher identity, and the articulation between theory and practice, promoting a more reflective, critical, and humanized teacher education. Although the participants mentioned challenges related to infrastructure and the need for stronger pedagogical support, they emphasized the project’s potential as a collaborative learning space and a bridge to professional practice. It is concluded that CEL plays an essential role in teacher education, bringing future teachers closer to the school context and reinforcing their commitment to quality education.