O que é o inglês em escolas públicas: eis a questão

• Autor(a) principal: Bernardo, Aline Cajé
• Data de Publicação: 2022
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/18980
• topic: Inglês; Escola pública; Relação com o saber; English language; Public schools; Relationship with knowledge

This paper is the result of a doctoral research whose objective was to understand what is the English taught in public elementary schools, and what meanings teachers attribute to the teaching of the discipline. It was based on the theory of Relationship with Knowledge (CHARLOT, 2000; 2005), which seeks to understand how the subject attributes meaning to his experience in his relationship with the world, with himself and with the other. Another reference was the concept of teacher thinking and generation of teaching knowledge, as formulated by Freeman (2016). Thirty-five teachers participated in the research. The results showed that the English taught by the teachers consists, as a priority, in the practice of reading small written texts and in the teaching of grammatical aspects of the language, from the support of the textbook. As for the teacher's thinking, our teachers are out of date in relation to the current generation - the third one - due to the structural and effective conditions of teaching. Most teachers feel discouraged and frustrated, because they cannot achieve their goals due to unfavorable working conditions, nor teach according to their conception of language.