Teaching and Learning a Foreign/Additional Language at School: Relating Critical Perspectives to a Local Practice

This paper reflects on the possible reinterpretation of globalfundamentals of critical perspectives on teaching and learning a foreign/additional language in a local public school context. The analyzed pedagogical actions were developed during the English classes of two eighth grade (Junior High School) groups and within the Teaching Iniciation Scholarship Program (Pibid). This study points to the role of the teaching agency in an attempt to allow contemporary expectations for teaching foreign/additional language (Schlatter; Garcez, 2012; Monte Mór, 2013a, 2013b) to be experienced in the school context.