THE POST-METHOD APPLIED TO TEACHING ENGLISH AS A FOREIGN LANGUAGE

This article assesses the applicability of Postmethod Pedagogy in 
teaching English as a foreign language (EFL) in Brazilian schools. The qualitative, 
bibliographic research draws on studies of language acquisition and pedagogical 
approaches. It examines limitations of traditional methods and the theoretical and 
practical bases of Postmethod Pedagogy, proposed by B. Kumaravadivelu, which 
stresses teacher autonomy, contextualization, and critical thinking. Results indicate it 
is an effective, necessary alternative to current challenges, promoting more inclusive, 
critical, and culturally responsive practices.