Experiências de sequência didática com letras de música para o ensino de língua Inglesa

Abstract

In this research, based on the theoretical and methodological constructs of narrative research (CLANDININ; CONNELLY, 2000, 2011, 2015), I narratively investigated my own experience of planning a didactic sequence with song lyrics for English language teaching. In my research I acted as a participant researcher and through this study I tried to answer the following research question: How can the teaching sequence planning experience be and how can it contribute to the development of my practice as an English teacher? My research context was the process of planning my didactic sequence that occurred while I was an English teacher at a public school. To compose the field texts, I wrote narratives about my experience during the planning process of the different versions of a didactic sequence. In the composition of meanings, I adopted the perspective of (ELY; VINZ; ANZUL; DOWNING, 2001). At the end of my study, I built different practical, theoretical and methodological perspectives of my own practice, on the design of a didactic sequence and on the planning and teaching authorship process.