O lúdico no processo de ensino-aprendizagem de inglês: perspectivas na Educação de Jovens e Adultos

Abstract

This work aims to analyze the influences of playful resources in the English language teaching-learning process, in the Education of Youth and Adults context, specifically at CEEBJA (State Center of Basic Education for Youth and Adults) - Pato Branco. In addition, the present analysis is fundamental to the context of EJA in Paraná, because there are almost no research projects in this educational field. Furthermore, EJA sometimes is forgotten by many people, despite its importance. Therefore, the main goals of this research is to understand EJA’s reality, such as the student’s profiles and the methodology adopted, to observe the English classes in that context and analyze the usage of playful activities, as well as its influences in the pedagogical practice and in the process of English language learning. For theoretical bases, Curricular Guidelines of Basic Education (PARANÁ, 2008), Curricular Guidelines of EJA (PARANÁ, 2006), Common National Curricular Basis (BRASIL, 2016) were used as guiding documents for youth and adult education in Brazil and Paraná. For historical background about foreign language teaching in EJA and playful resources in language teaching, Luckesi (2002), Lopes (2011), Lago (2010) and Sant'Anna, Spaziani and Góes (2014) were studied. Moreover, the perspectives of Language and Education are based on the studies of Bakhtin (2016), the Vygotskian theory and Freire (1987). Therefore, a qualitative-interpretative case study was carried out. The focus of study was to investigate the playful resources, but other significant points, such as the teaching-learning materials, class observations and the experimental classes with playful activities, the teacher’s interviews and the questionnaires answered by students were also of essential contribution. As a result, this work obtained results that proved that the influence of playful resources in the observed context, in general, were favorable. Finally, it is possible to conclude that this work can contribute to a better understanding and improvement of English language teaching-learning in EJA, highlighting how playful resources can influence in the teaching-learning process, both for teachers and students.