Critical Pedagogy and Language Education: Hearing the Voices of Brazilian Teachers of English

Based on an ethnographic research study involving Brazilian teachers from different educational contexts in the city of Salvador, Brazil, this paper aims to approach and discuss dialogic relationship between critical pedagogy language education, within context English as a global lingua franca. The main goal original work was investigate how EFL see themselves professionals contemporary world, aware they are implications related condition international or franca, what extent conceive teaching under intercultural pedagogy. Data were generated through questionnaire, class observation sessions, video recordings semi-structured group interviews which issues like globality English, culture teaching, interculturality, (language) approached debated. Results have shown that participants status these current times cannot happen neutral and/or uncritical way. It also revealed find difficult systematize their classes, much it is challenging for them who can engage specific settings.