Ensino bilíngue: uma análise do material didático de inglês utilizado em um projeto piloto na educação infantil

Abstract

This final paper addresses the theme of bilingualism in a context of language teaching in Brazil through the analysis of a bilingual teaching project and its respective didactic material implemented in a context of Early Childhood Education in the private sector in the southwestern region of Paraná. From a theoretical point of view, a review of the relevant guiding documents for this theme in the school curriculum is presented, in addition to offering a brief review of concepts related to bilingualism. This text explores discussions about bilingualism in Brazil, also introduces the concept of translanguaging and analyzes the theme in documents from the Ministry of Education and the National Book and Didactic Material Program (PNLD). This paper presents a qualitative analysis of the didactic material used in the Bilingual Education Project – MEPIL (Mendes, 2023), which focuses on the Portuguese-English language pair. Initially, the analysis focuses on the project implemented in a private kindergarten. Subsequently, a mapping of the activities proposed in the material was carried out, considering the Fields of Experience present in the National Common Curricular Base (Base Nacional Comum Curricular - BNCC) (Brazil, 2018), as well as aspects of translanguaging. Thus, based on the analysis, it was possible to confirm the presence of the BNCC Fields of Experience proposed for Early Childhood Education and aspects of the translingual approach in both: in the Bilingual Education Project Early Childhood Education, Elementary and Secondary: Interactive and Playful Plurilingual Methodology (MEPIL) and in the corresponding didactic material, the Kids School III textbook.