Reflexões sobre a formação requerida aos professores de língua inglesa para crianças

Abstract

In view of the tensions emerging from the absence of specific legislation and the growing demand for English teachers by schools that offer English language for children (ELC) in Brazil, the present research aims to discuss the qualification demands required of teachers to teach English to children from 3 to 5 years old in the context of two schools in the city of Pato Branco which work in this segment, from the perspective of the managers of these institutions. Therefore, this study, in a socio historical perspective, discusses the specificities of the theoretical methodological knowledge required by professionals working with this age group, in addition, in the light of the theoretical framework, it seeks to identify the expectations and main beliefs that emerge in this context, in order to discuss them in relation to English language teachers‘ education. Such questions are addressed in view of the characteristics proposed by the new ―National Curriculum Guidelines for Bilingual Education‖ (BRASIL, 2020), in order to explore the advancements and limitations imposed in this scenario. The research participants were two representatives of private schools in the city of Pato Branco, a small institution that serves the segment of Early Childhood Education and Elementary School I, while the other serves Early Childhood Education, Elementary I and II and High School. Data were generated from a semi structured questionnaire and interview applied to each of the participants according to their availability. From the analyzed data, it is concluded that, nowadays, by the presented clipping of the reality of the city of Pato Branco, it is conceived that it is primarily desirable to obtain an undergraduate degree in Languages, and as a complement in Pedagogy, which points to the recognition of the specificity of acting in the teaching of ELC that in fact none of the undergraduation degrees currently contemplates. In addition, both the didactic domain in relation to this specific audience and the language proficiency seem to be relevant aspects according to the participants, but there seems to be no consensus on whether one of these two dimensions may have more relevance to the detriment of the other. In general, there seems to be an agreement regarding the preparation to deal with playfulness and affectivity as a relevant aspect to work with this age group. On the other hand, the use of CLIL, as well as fostering English learning closely to the acquisition of the mother tongue seem to be issues of greater prominence in the institution that is linked to bilingual education.