Atividades de oralidade na perspectiva do inglês como língua franca: uma análise de um livro didático para o novo ensino médio

Abstract

Globalization and the consequent breaking down of linguistic borders between countries are processes that have either encouraged or been encouraged by the global dissemination of the English language (EL), which has impacted pre-existing concepts within the area of language teaching-learning. With regard to the Brazilian educational scenario, the approval of the National Common Curricular Base (BNCC) and the consequent reform of the New Secondary School (NEM) are milestones that permeate the adoption of the perspective of English as a Lingua Franca (ELF), conceived as a language of contact between people who do not share a common native language/culture, thus becoming the chosen communication language among them (FIRTH, 1996). Such changes imply the production of EL textbooks (LD) that reach schools. Understanding the textbook as an important teacher's work tool, this research aims, in general, to analyze the activities of the orality axis in a textbook adopted for working with NEM in a specific context of the State of Santa Catarina. Thus, this research is guided by the following specific objectives: a) to analyze the Brazilian guiding documents of Secondary Education regarding the teaching of orality in the English language; b) understand how authentic genres appear in LD English speaking activities; and c) analyze how the orality activities present in the textbook are related to the ELF perspective. The focus of this work is on orality, since it was, for a long time, relegated to the background in the teaching-learning process of EL, especially in public schools. This research is characterized as a documentary analysis, placed under a qualitative perspective in which 3 units (1, 8 and 14) of the LD were analyzed, which were delimited for this study in view of the suggestion provided by the LD itself, as being the first for each of EM. The results point out that the authentic genres used in the activities generate, in the classroom, significant contexts of communicative interactions in view of situated practices of language use. Regarding the ELF perspective, the activities still tend to perpetuate audios from speakers belonging only to the inner circle (KACRHU, 1985), not prioritizing speakers from other locations. However, the speaking activities of the 3 units analyzed trigger situations of authentic communication, which corroborates the ELF view, as students will be able to express themselves as Brazilian speakers of English. The results also seem to point to the need for adequate teacher training to work with issues around pronunciation, errors and correction in practices involving speaking activities, in addition to the need to urgently rethink the working conditions of EL teachers to carry out activities as the proposals in the LD, especially in the context of NEM reform. Finally, I emphasize that this is a transition movement from the strong paradigm of the English as a Foreign Language to the perspective of the ELF in the context of the NEM, which is already beginning to be evidenced by the LD.