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Transform Your English Classes with Innovative Practices that Value Linguistic and Cultural Diversity, Promoting a Fairer, More Inclusive, and Critical Education, Challenging Traditional Standards and Breaking Barriers for Teachers and Students in Basic Education.
University of São Paulo Training Focuses on Culturally Sensitive Teaching, Emphasizing Critical Literacy and Deconstructing Linguistic Myths
Basic Education English teachers have a new opportunity to enhance their pedagogical practices based on principles of inclusion, social justice, and cultural sensitivity.
The Faculty of Education at the University of São Paulo (FEUSP) is offering the free course “English Language in Basic Education: for a Culturally Sensitive and Socially Just Linguistic Education.”
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The initiative is aimed at public and private school teachers and will be completely online, with a workload of 30 hours.
The great differentiator of the training lies in its innovative content, inviting educators to rethink English teaching from a critical perspective, questioning linguistic myths, colonial legacies, and exclusionary teaching standards.
A Critical Approach to English Language Teaching
The course is structured around three main axes that complement each other between theory and practice.
At the first moment, participants explore fundamental concepts, such as “nativespeakerism” (overvaluation of the native speaker), myths of monolingualism, and the misconception that there is only one correct way to speak English — usually associated with the British or American standard.
The second axis addresses the analysis of curricular documents, such as the BNCC and other references in Basic Education, allowing educators to reflect on how linguistic ideologies influence their classroom practices.
Finally, the third axis is practical: educators will be invited to develop lesson plans based on the proposal of critical literacy, promoting diversity, inclusion, and social justice.
Critical literacy appears as a transversal axis, encouraging the questioning of power structures, linguistic colonialism, and representativeness within language teaching.
Monthly Meetings and Online Activities
The course will be taught through synchronous meetings and asynchronous activities, providing flexibility for practicing teachers.
Live meetings will take place once a month, always on Mondays, from 7:30 PM to 9 PM, via Google Meet.
Check the schedule of meetings:
- 05/26/2025: Teacher, What English Do You Speak? Myths Surrounding the Concept of English Language
- 06/30/2025: You Don’t Even Have an Accent! Nativespeakerism and Colonial Traces
- 08/04/2025: Is Learning English Only for Regular Schools? Analysis of Curricular Documents
- 09/08/2025: Teacher, Why Learn English? The Potential of Critical Literacy
- 10/13/2025: In Practice, Theory Can’t Be Any Other: Rethinking Pedagogical Planning
- 11/17/2025: Socialization of Ideas and Teaching Materials in Development
In addition to the live meetings, there will be complementary activities in an asynchronous format, reading foundational texts, developing teaching proposals, and submitting reflective reports.
Against the Myth of Perfect English
One of the main focuses of the course is to deconstruct the idea that only English spoken by natives is valid.
This concept, called “nativespeakerism,” contributes to the devaluation of Brazilian teachers and perpetuates linguistic insecurities that affect both educators and students.
By encouraging the teaching of English as a global language, the course recognizes the multiple linguistic and cultural variations that enrich the language, advocating for a more plural, sensitive, and contextualized approach.
This strengthens the self-esteem of education professionals and broadens students’ understanding of the world.
An Invitation to Pedagogical Transformation
The proposal goes beyond grammatical teaching of the language, focusing on the formation of critical citizens.
Critical literacy, for example, proposes that English teaching should not be limited to memorizing rules, but should be connected to themes such as identity, representativeness, diversity, and human rights.
At the end of the course, participants should be able to apply new teaching strategies in their schools that value both local and global contexts, combat linguistic prejudices, and create space for diverse voices in the classroom.
According to the organization, this training meets an urgent demand for a more just pedagogical practice, consistent with the contemporary challenges of Brazilian education.
The expectation is that participants will act as multipliers of these ideas in their school communities.
Who Can Participate?
The course is aimed at English teachers who work in Basic Education (Elementary and High School), both in public and private networks.
Pedagogical coordinators and school administrators can also apply, as well as other education professionals interested in the proposed topics.
The selection will follow specific criteria, prioritizing:
- Public network English teachers
- Professionals who submit complete documentation at the time of registration
- Chronological order of registration
- Coordinators and educational managers
- Other Basic Education professionals
How to Register?
Registrations are open until May 19, 2025 and must be made for free through the USP APOLO Platform, at the following link:
Spaces are limited, so it is important to secure your registration as soon as possible.
This opportunity represents not only a professional update but a concrete chance to transform the classroom into a more inclusive, critical, and plural space.
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