A prática pedagógica de uma professora de língua inglesa em contexto público e bilíngue do par português-inglês

Abstract

This work refers to a qualitative interpretative research (Gil, 2002, Denzin; Lincoln, 2006), as a classroom research, based on the socio-interactionist perspective (Vygotsky, 1998 and followers), which has as the main objective to comprehend how the pedagogical practice of a teacher of English occurs in the classroom in order to build knowledge in a bilingual context of the pair Portuguese-English in a 4th year of an Elementary School of a municipal public school of a town located in the northwest of Santa Catarina-Brazil. Specifically, we aim to: a) to analyze the teacher-researcher’s discourse, involving conversational and teaching strategies to promote the students’ learning of English language, as well as the curricular content; and b) to analyze how interaction between the educator and the teacher of English occurs in this same context. The specific objectives were translated to the following research questions: a) Which conversational and teaching strategies are used by the teacher-researcher in order to promote students’ learning of English and also of the curricular contents?; and b) How the interaction between the educator and the teacher of English occurs in the classroom? Data generation was carried on by video and audio recordings of eight classes of different school curricular components, followed by participants' speech transcriptions (educator, teacher-researcher and students) and the teacher-researcher’s notes. Data was analyzed by the light of the studies on bilingualism (Grosjean, 2022, Megale, 2019, Flory; Souza, 2009), teacher education to children (Tonelli; Cristovão, 2010; Megale 2016, among others), methodologies and strategies to teach and learn English as an additional language to children in the socio-interactionist perspective (Cameron, 2001, Rocha, 2007, just to cite some). The answers of the research questions show that: a) the teacher-researcher made use of several conversational strategies, with emphasis on rhetorical questions and repetitions as well as of different teaching strategies with emphasis on activities related to curricular contents produced by the own teacher-researcher with emphasis on the promotion of play fullness and students’ curiosity; b) the educator and the teacher-researcher showed they could establish an sympathetic and collaborative relationship between themselves that occurs in all stages of co-teaching practice (co-teaching is proposed by the bilingual project of the school), starting at the lesson planning process going to the teaching practice in the classroom, with the major aim of promoting and accomplishing students’ learning. As a final result of this research, it is observed that the teacher-researcher’s pedagogical practice revels itself in a practice of content exposition by means of dialogue based on a sociocultural perspective, in which the teacher-researcher tries to put into practice the concept of mediation in the construction of students’ knowledge concerning the curricular content, as well as students’ knowledge of the English language.