INTERNATIONALIZATION AND ENGLISH LANGUAGE TEACHING: OBSERVING PRACTICES IN PARANÁ'S PUBLIC EDUCATION
DOI:
https://doi.org/10.56238/revgeov17n3-221Keywords:
Internationalization, English Language Teaching, Digital Platforms, Teacher Identity, DecolonialityAbstract
Brazilian basic education has undergone significant transformations, with internationalization becoming a pedagogical guideline. In Paraná, public policies promote digital platforms to strengthen English teaching and prepare students for a globalized world. This study analyzes digital tools promoted by the State Secretariat of Education (SEED-PR) from a critical perspective, focusing on the tension between formal classifications (ELF vs. EFL) and effective classroom practices. The research employed a qualitative approach, including a bibliographic review on language ideologies, a self-reflexive diary, and classroom observations via the Institutional Residency Program (PIBID) in a public school. Observations revealed contradictions between formal internationalization goals and classroom reality, such as precarious infrastructure (limited headsets) and a sequential pedagogical logic that often ignores the fluid nature of language. The "Inglês Paraná Teens" platform was found to promote hegemonic English varieties, often silencing local voices. The study highlights that teacher agency and critical mediation are essential to prevent digital resources from becoming tools for mechanical reproduction. Authentic internationalization requires attention to material conditions, linguistic ideologies, and the strengthening of teacher autonomy.
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