The insertion of the additional language in Elementary School I

• Autor(a) principal: Sabadin, Marlene Neri
• Data de Publicação: 2023
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Travessias (Cascavel. Online)
• Texto Completo: https://e-revista.unioeste.br/index.php/travessias/article/view/30801
• topic: additional language; academic education; elementary school; língua adicional; formação acadêmica; ensino fundamental I

The reflections presented in this study seek to instigate higher education institutions to rethink the Political Pedagogical Project of the Languages and Pedagogy Courses. Therefore, based on a documental and interpretive methodology, the intention is to answer two questions: 1) Does the Curriculum for the Municipal Public Education Network of Cascavel include additional language teaching in Elementary School I? 2) Do the Literature and Pedagogy Courses train teachers to work with the additional language in Elementary School I? To answer these questions, studies carried out by Sabadin (2006) were sought, and through a documentary search, to analyze the official documents guiding the teaching of the additional language. This investigation is justified by the need to understand the official documents regarding the teaching of the additional language, and how this teaching is contemplated in the Municipal Curriculum of Cascavel and how the training of teachers who work in this area occurs. The results indicate that only academic training cannot meet all the challenges that future teachers will face in their pedagogical practice, as well as the BNCC (Brasil, 2018) guidelines lack some theoretical explanations about concepts that involve the area of additional language, in addition to curricular directions for additional languages other than English, which demands solid teacher training to fill in the gaps found.