A análise do guia curricular de língua inglesa para o Ensino Fundamental I da cidade de Londrina para o desenvolvimento de melhores práticas docentes

• Autor(a) principal: Martins, Thaís Blasio
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/35767
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Currículo; Planejamento curricular; Ensino-aprendizagem de língua estrangeira; Ensino de inglês para crianças; Curriculum; Curriculum development; Foreign language teaching; Teaching English to children

In spite of the lack of national policies related to English teaching to children in primary schools, this type of English teaching has spread throughout the Brazilian cities, including the city of São Paulo. With this in mind, this study aimed at analyzing the Guia Curricular para Língua Inglesa – Educação infantil e Ensino Fundamental I designed by the municipalities of Londrina and Rolândia in partnership with the teachers of their networks and the State University of Londrina. The main objective was to understand how this document is structured in terms of language, teaching and learning, methodology, content and skills. It also was desired by the researcher to enhance her own actions as an English teacher of children through this experience. The study was qualitative and descriptive and it was performed through the analysis of the content of the Guia. In addition to that, it was conducted a bibliographical research on some theoretical aspects of foreign language teaching in Brazil, Language Policies, theories of teaching and learning, approaches and methods in the FL, conceptualization of curriculum and related issues to English teaching to children. It was concluded that the Guia comprehends language as a social element and it has sociointeracionism as the basis of its theory of learning. It was also observed that the document proposes the use of ludic, different themes and situations related to the students context and it also proposed the use of language functions as form of articulation of language. However, there were several difficulties on the part of the document in order to set clear objectives that made it possible for concretization the goals and formulated theoretical assumptions. It was understood that the use of ludic and communicative approaches so as the sociointeractionist perspective is also interesting to the reality of the researcher. However, it was notices that the usage of social activities as methodological strategies and a more careful process of formulation of objectives are more adequate.