Novas perspectivas para o ensino de Língua Inglesa nos anos iniciais do Ensino Fundamental: o trabalho com os multiletramentos no 1° ano

• Autor(a) principal: Cruz, Jessica Fernandes Natarelli da
• Data de Publicação: 2019
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19742
• topic: Teaching; Early years of Elementary School; Public school; Ensino; Anos iniciais do Ensino Fundamental; Escola publica; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

English language teaching is mandatory from the 6th grade of Middle School in Brazil (BRAZIL, LDB 9394/96, art. 26, §5 °). Despite of that, it has been expanding to the first grades of Elementary School at public and private schools. There is a great demand concerning teaching English in those grades, but there has not been substantial discussion about adapting English teaching to this segment of basic education (TILIO; ROCHA, 2010). Considering the lack of legitimacy, the language teaching for the early grades of Elementary School has not been part of various public policies for investment in Basic Education, such as the PNLD. Bearing in mind the relevance of additional language learning in Basic Education as well as seeking to contribute with several benefits to mother tongue learning and to the formation of student as a citizen of the globalized world (FREIRE, 1967, 1979, 1987; MEC, 1998; MOITA LOPES , 1996), this research aims to investigate how the elaboration and application of a didactic sequence (DOLZ; NOVERRAZ; SCHNEUWLY, 2004) for English teaching, developing multiliteracy (COPE, KALANTZIS, 2009; ROJO, 2012) from multimodal discursive genres (BAKHTIN, 2013) (DIONISIO, 2011; KRESS, VAN LEEUWEN, 2001 apud MELO, OLIVEIRA, VALEZI, 2012; STOKES, 2002), can contribute to a more critical and meaningful teaching-learning process in the 1st grade of Elementary School. Inspired by Rocha (2010) curriculum proposal for additional language teaching, based on discursive genres, and a socio-interactionist perspective of language (VYGOTSKY, 1991, 2001), this work reflects a need found through my own practice as an undergraduate in English Language and as a teacher of public school. Thus, I have found at the Post-Graduate Program of Teaching in Basic Education (PPGEB-UERJ) the knowledge to overcome the obstacles and challenges presented here. It is a qualitative research and using action research as a methodology, through the Conversation Wheel instrument and a questionnaire for the English teacher, the data were generated with the support of photos, videos, audios and recording in a field diary to check student interests and material adequacy. The analysis of the generated data indicates that there are no barriers to a contextualized and meaningful English Language teaching in the early grades of Elementary School, because according to the information gathered during the Conversation Wheels, students showed great interest in the proposed activities, especially in those which involves their protagonism and playfulness, seeming to meet their expectations about learning an additional language. Thus, as a product, an activity book was produced to the 1st year of Elementary School. In sum, this paper proposes a reflection on the current conjuncture of English Language teaching in the early years of Elementary School in the context of the public school in search of its resignification.