Concepções metodológicas e ensino de língua inglesa na rede municipal de Aracaju : perspectivas pós-método

• Autor(a) principal: Azevedo, Rogério Tenório de
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/16911
• topic: Ensino de língua inglesa; Formação de professores; Pedagogia crítica; Ensino de inglês; Métodos de ensino de língua; English teaching; Teacher’s education; Methods for language teaching; LINGUISTICA, LETRAS E ARTES::LETRAS

This work analyzes the methodological conceptions and pedagogical strategies of three English language teachers from the final years of Elementary School in the municipal public schools of Aracaju-SE. This is a qualitative and interpretive study, whose data generation instruments involve the application of questionnaires and semistructured interviews. For analysis, we used as theoretical references the works of Kumaravadivelu (1994, 2001, 2003, 2008 and 2014). The data show that the postmethod perspectives in language teaching date from the late 1990s, but they were not part of the education of the participating teachers, although their methodological conceptions, in part, approach these perspectives. On the other hand, the prioritization of teaching grammar and reading persists as the main skills, despite the inclusion of other fields such as culture can already be noted. With structural and pedagogical restrictions, as well as those resulting from the COVID-19 pandemic, teachers find as an alternative the mix between what they learned in their education and adaptations made during the teaching process. The results indicate the need for a more specific continuous educational process for English language teachers, which enables them to develop strategies capable of contributing to the achievement of pedagogical objectives consistent with the creation of conscious and critical individuals, in addition to language teaching and based on a principled pragmatism.