A FORMAÇÃO DO PROFESSOR DE LÍNGUAS: PERSPECTIVAS FORMATIVAS

Abstract

This article discusses the education of English language teachers in higher technological education, focusing on the formative experiences of three professors working at a Faculty of Technology located in the countryside of São Paulo State, Brazil. The investigation is qualitative in nature, with a theoretical-reflective and narrative approach, grounded in the historical-cultural perspective, Bakhtin’s circle, and the biographical method. The study aims to understand how the academic and professional trajectories of these professors reveal formative processes in language teaching, articulating personal, pedagogical, and institutional dimensions. The adopted methodology is based on the (auto)biographical approach, focusing on the documentary analysis of narratives found in reflective memoirs, curricula, institutional documents, and records of formative practices of the participating professors. This methodological choice enables the interpretation of teaching trajectories through the meanings produced in their writings and formative paths, allowing for the identification of movements of identity construction and professional development. It is expected that this study will contribute to the understanding of teaching in higher technological education as a space for continuous formation, dialogue between theory and practice, and the articulation of technical, pedagogical, and human knowledge.