Vocational Education Integrated to High School: weaving threads among English teaching approaches at Federal Institutes

• Autor(a) principal: Bernardes Bender, Alessandra
• Data de Publicação: 2019
• Outros Autores: da Silva, Marimar
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educitec
• Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/767
• topic: Vocational Education; Federal Institutes; English Teaching-Learning Approach; Educação Profissional Técnica; Institutos Federais; Abordagem de Ensino-Aprendizagem de Inglês

The Vocational Education Integrated to High School from the Brazilian Federal Institutes (FIs), as described by the official documents that guide the curricula in this teaching modality, propose an articulation between general and professional knowledge in order to prepare learners for a qualified intervention in the working world. However, the literature in the field indicates that such articulation, specifically in the English subject matter, is far from the described one. Thus, this paper aims at proposing an approach to the teaching-learning of English, with a view to meeting the intended knowledge articulation in that type of education. The study is defined as secondary. The data generated by the review of literature and official documents of one FI in the southeast of Brazil were analyzed qualitatively. The results suggest that the knowledge articulation proposed by the FIs’ documents requires a complex network of knowledge from the English teacher: knowledge from his/her area of expertise, from the technical area he/she works in, besides macrosocial knowledge which affects high school learners’ vocational education. It is suggested the implementation of the approach presented here in order to validate, refute and/or improve it.