O papel da autonomia do aprendiz no contexto do ensino-aprendizagem de uma língua estrangeira emergencial

Abstract

This paper aims to investigate teachers-in-training’ perceptions about the role of autonomy in the process of the acquisition of a foreign language, specifically in the context of the degree course in Letters Portuguese-English in the Federal University of Sergipe. Therefore, to do this analysis, a questionnaire was distributed to a class of the eighth semester of the course, considering the theoretical knowledge learned, as well as the critical sense developed throughoutthe academic journey. In this regard, through a qualitative approach, we sought to verify the student’s beliefs about the concept of autonomy and how this perspective influenced their individual learning, not only in the university, but also outside of the formal education environment. Thus, it was possible to see that, despite the broad recognition of the role of autonomy for success at graduation, many based their answers on the concept they had brought about autonomy, before graduation, and others confused this term with self-taught.