English teaching/learning in public schools: an ethnographic study - DOI: 10.4025/actascihumansoc.v25i1.2203

• Autor(a) principal: Perin, Jussara Olivo Rosa
• Data de Publicação: 2008
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Acta Scientiarum. Human and Social Sciences (Online)
• Texto Completo: http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/2203
• topic: processo ensino/aprendizagem; escola pública; língua inglesa

Two decades ago Tílio (1979) carried out a survey on English teachers and students’ opinions about the English teaching/learning process in Paraná public schools. In 2000, Frahm revealed the profile of the public school English teacher, and concluded that governmental teaching propositions, which insist on working with the methodological change paradigm, have been proved out-dated, if based only on the interpretation of data provided by research. In 2002, an ethnographic study carried out in Maringá focused on the perceptions which students, teachers and school staff have of the English teaching/learning process in public schools. The results of this study show that, as time goes by, the thoughts and opinions of all those involved in such process reveal that not much has changed, as well as the way the English language is considered in the public school context