Educação linguística em língua inglesa: reflexões a partir dos estudos dos letramentos no ensino de língua inglesa da rede municipal de São Mateus

• Ano de defesa: 2022
• Autor(a) principal: Jesus Junior, Joel de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Educação linguística; Língua Inglesa; Concepção de língua; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/16326

Language teaching has different studies dedicated to provoking reflections and resignifications for this practice (LEFFA 1988, 2009, 2012). In this context, we highlight the studies of literacies and multiliteracies (COPE; KALANTZIS, 2009; ROJO, 2012; STREET, 2014; KAWACHI, 2015; COPE; KALANTZIS; PINHEIRO, 2020) that suggest the understanding of meaning production practices in a multiple way, relating them to different subjects and their contexts. This understanding dialogues with the idea of multimodality (KRESS, 2011; STREET, 2012), since this conception recognizes the diversity of meaning production through modes and resources. Faced with new perceptions, it becomes necessary to approach a linguistic education (FERRAZ; KAWACHI-FURLAN, 2018), that is, an education that proposes critical reflections on the world through language, taking it as a socio-interactive process between subjects (BAKHTIN, 2004; VYGOTSKY, 2002; FOUCAULT, 1999). Thus, this study seeks to understand the contributions that Multiliteracies Pedagogy can offer to language education in public schools in the city of São Mateus-ES, as well as the concept of language with which English language teachers in this network act. In order to carry out this study, we proposed a collaborative work with an English language teacher from a school. In this sense, we had classroom observations as a starting point, dialogues to understand their conception of language, his relationship with the network's Teaching Program and other perspectives that permeate the teaching practice (CALLOW, 2005; CELANI, 2001; GIMENEZ, 2005; FREIRE, 1988). The results point to the need for spaces of reflection among educators and collaborative movements supported by theories which help them break paradigms such as the normative view of language, social imaginaries and also contribute for the exercise of acting in the gaps.