Prefácio: da autonomia na aprendizagem à autonomia no ensino de línguas

Abstract

This volume originated from Phil Benson's visit to Brazil in 2007 and the discussions he conducted with two groups of Brazilian researchers at the Federal University of Minas Gerais -UFMG and the Catholic University of São Paulo -PUC-SP.The volume starts with Benson and Huang's critical account of how the focal interest on autonomy in foreign language learning has developed and changed and is now linked to autonomy in foreign language teaching. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. An alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching careers is proposed.