O ensino de inglês na sala de aula do 7º ano de uma escola estadual inclusiva de Goiânia

• Autor(a) principal: SOUZA, Aline Gomes
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000006tvx
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/2377
• topic: Etnografia; Ensino de inglês; Escola inclusiva; Interação; Jogos; Etnografia; Ensino de inglês; Escola inclusiva; Interação; Jogos; Ethnography; English teaching; Inclusive school; Interaction; Games; CNPQ::LINGUISTICA, LETRAS E ARTES

The present ethnographic study aims to investigate a particular classroom of English learners in a public inclusive school located at the central area of Goiania. The school firstly comprised deaf students; however, due to the present policy of inclusion, the school now admits students who are listeners and students with other kinds of special needs. That is the reason why it has been called reverse inclusive school . Focusing on this context it has been tried to comprehend: (i) the expectations of the school director, some teachers and other community members towards English language teaching and learning in a special educational context, that is, in a school that provides education to students with special needs; (ii) how the English classes usually happen in the 7th grade of this school; (iii) what sort of activities encourage the participation of the students with special needs in the English classes. In order to reach these goals, education ethnographic methods have been adopted along with sociocultural vygotskyan theory. Data suggests the status swift from special school to reverse inclusive school lead community to search for new pedagogic practices and orientation as a strategy to adapt to a new reality. It is important to highlight the lack of interaction in this 7th grade group in which copping appears to be the main teaching-learning activity. Apart from that, in the classroom, games aiming to develop vocabulary can change reality of English teaching in this very context once there are enough conditions to offer changes in these students mental behavior and enable learning process.