RESUMO: Este trabalho visa discutir resultados parciais de um projeto de desenvolvimento de material didático para ensino de língua inglesa, em um NucLi do Programa Idiomas sem Fronteiras (ISF) de uma universidade pública mineira. Mais especificamente interessa-nos: (i) apresentar os objetivos e a forma de implementação do referido projeto; (ii) descrever e analisar a produção do material didático para o curso de Produção Oral: Entrevistas; e (iii) problematizar as percepções da coordenadora pedagógica e dos professores bolsistas do programa acerca da experiência de elaboração de material. A produção do material didático, bem como o olhar que agora lançamos ao projeto, é balizada por uma concepção enunciativodiscursiva de linguagem e pelos estudos em Linguística Aplicada. Nossas análises sugerem que a elaboração do material didático se constitui como processo tenso-conflitivo de produção e resistência, ao demandar dos professores bolsistas a inscrição em distintas posições discursivas, a saber: a de professores de língua inglesa e a de produtores de material. PALAVRAS-CHAVE: Formação de professores; material didático; ensino de língua inglesa. ABSTRACT: This work aims to discuss partial results from an English teaching material development project in a Language Center of the Language without Borders Program (LwB) from a public university in the state of Minas Gerais. We are more specifically interested in: (i) presenting the objectives of the project and the way it was implemented; (ii) analysing the production of teaching material for the course Oral Production: Interviews; and (iii) problematizing the perceptions of both the pedagogical coordinator and the student teachers concerning the experience of material development. The development of the teaching materials and our current view of the project rely on an enunciative and discursive conception of language and on the studies of Applied Linguistics. Our analyses suggest that the development of teaching material is a tense and conflicting process of both production and resistance since it demands from teachers the inscription in distinct discursive positions, namely: the position of English teacher and that of writer of teaching materials
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