Ensino da oralidade em língua inglesa por meio da plataforma “Inglês Paraná”

Abstract

This research aims to analyze how the oral skill in English is approached and developed in the Inglês Paraná platform, made available to public schools in the state education network of Paraná, and how it articulates linguistic knowledge with what is foreseen in the official documents of the education and current language teaching theories. The questioning about teaching and learning oral skills in the English language arose from observations made daily by the researchers in schools, where a low use and frequency of this skill that is so important and fundamental in English language classes was noticed. Through theories about the language teaching-learning process, the language perspective present in official documents and the use of technologies in education, we analyzed the “Inglês Paraná” platform in order to verify how it can help in English classes, how the activities are developed and if this digital resource is really a learning facilitator for teachers and students. The prioritized research methodology was of a qualitative and interpretative nature, and the analysis of the platform verified how oral skills are presented to and developed by students, as well as its respective functioning. The conclusion obtained from the study demonstrates that the platform is an important digital resource to complement English teaching in the classroom. The platform addresses the oral skill and other skills provided by the BNCC, but it has its positive and negative aspects. The positive points are the attempt to bring an active methodology to the classes, increasing students' autonomy, enthusiasm and concentration, in addition to expanding access to information and different cultures. The negative points observed are that the platform is not accessible to all students and the contents are approached in a superficial and repetitive way, often out of context with the reality of the students. A relevant factor is that the insertion of technologies in the classroom nowadays is fundamental, but a critical and reflective language teaching process also needs to be present in digital resources, to make learning more meaningful and real.