Oficinas de inglês como língua adicional para alunos de uma escola pública na cidade de Santa Rosa/RS/Brasil: uma proposta voltada para a interculturalidade

Abstract

The objective of this study is to analyze the implementation of a proposal of authoring teaching, focused on interculturality developed in the form of English language (EL) workshops with third grade students of elementary school (ES), of a public school in Santa Rosa, Rio Grande do Sul (RS), Brazil. The present research reflects on the lack of public policies that assure the teaching of an additional language (AL) for the initial grades in public schools, supported by Tonelli and Chaguri (2011), and it defends the inclusion of this curricular component based on PCNs (1997); LDB (1996); Referenciais Curriculares estaduais (2009); Irala and Leffa (2014); Schlatter and Garcez (2012); Paiva (2012). At the same time, it refers to some studies carried out on the teaching of EL as an AL for children, regarding teacher training and appropriate methodologies for this age group, discussed by Tonelli (2008), Pires (2001), Scheifer (2008), Rocha (2007), Rocha; Tonelli; Silva (2010), where the authors use the term LEC (foreign language for children). To talk about the theme of interculturality and culture, are cited Hall (2006); Thompson (2009); Motta-Roth (2003). The teaching of languages as from an intercultural perspective contributes to the student's understanding of the existing cultural differences, without ignoring the local culture and, at the same time, enables the learner to interact and live with social responsibility (SCHEYERL, BARROS, SANTO, 2014). The application of this study happens through a set of 18 classes / workshops with the use of an authorial didactic material (ADM), based on Leffa (2007) and Scheyerl and Siqueira (2012). The specific objectives of the research are: to analyze, from class to class, the perception of the English teacher about her own classes during the development of the activities implemented throughout the workshops; assessing student engagement during workshops; to verify the appropriateness of the didactic material after its implementation, reformulating it for socialization purposes. To support the term engagement are employed, Stelko-Pereira, Valle and Williams (2015); Bzuneck, Megliato and Rufini (2013); Fredricks, Blumenfeld and Paris (2004); Gouveia (2009). For the generation of data of this study were considered considered the audio recording and reflective videos made by the researcher / author of this study; written reports of classes by the teacher in charge of the class; self-assessments of students and evaluation questionnaires applied at the end of classes. After analyzing this authorial pedagogical proposal, using the instruments mentioned above, the proposed objectives were reached: the teacher / researcher was allowed to reflect on their pedagogical practice; the ADM has been reformulated for the purpose of facilitating its use and student`s learning; and there was the engagement of the participants with the proposed activities and the learning of EL through dialogue and reflection on themes of the learner's everyday life.