Metodologias ativas no ensino de língua inglesa: autonomia e criticidade no livro didático

Abstract

The Active Learning Methodologies (ALM) aim to place the learner at the center of the teaching-learning process based on actual problems and situations, positioning the teacher as an advisor and facilitator. Therefore, this work aims to analyze and reflect on how the English textbook Way to English – for Brazilian Learners, used by the Paraná state network from 2020 to 2023, provides opportunities for activities with MAA, providing moments of autonomy and criticality for the student. The research has a bibliographic and exploratory character, considering the need for foundation and identification of situations aligned with the proposed theme. For the analysis, the textbook Way to English – for Brazilian Learners, by the publisher Attica, 2nd edition, for the 9th year of elementary school, was chosen. The choice of work for this age group is justified by the understanding that students, at this stage, can demonstrate more vigorously their critical sense and autonomous positioning in the classroom. In addition, it also counts that relevant thematics are included in the teaching materials that should provoke the student to express themselves due to the identification and adherence to the themes. The intention is to verify if and how the textbook, in line with the current proposals of the Base Nacional Comum Curricular (BNCC), presents activities that can develop student autonomy and criticality through MAA. In addition, the work points out suggestions for using MAA, based on the textbook proposals, in teaching English. The research is based on the theoretical assumptions of the so-called Post-Method condition (KUMARAVADIVELU, 1994, 2003; SILVA, 2019) and critical teaching (FREIRE, 2021; LEFFA; IRALA, 2014; MEDEIROS, 2014; RICHARDS; RODGERS, 1986) is validated for the realization of the importance of greater participation of the student in the construction of their knowledge, who with driving methodologies, have opportunities to expose their point of view more actively in the face of the presented content. Thus, developing skills and competencies necessary for their transition to high school and, in the future, to the job market. When investigating the textbook themes and possibilities for the teacher to propose in the classroom, it is discussed how these proposals could encourage the student to build more criticality with the help of active methodologies. In that regard, from the results obtained from the analysis undertaken, it is possible to conclude that the book in question includes proposals that encourage student participation in the joint construction of knowledge as well as activities that consent to actions that place the students at the center of their learning process, providing autonomous and critical participation.