Concepções e crenças no/sobre o documento curricular para Goiás e o ensino de língua inglesa.

Abstract

This study was developed in the context of the curricular reform in Goiás, which took place due to the approval of the National Common Curricular Base (BNCC). It aims to analyze the concepts brought by the new curricular document of the State Network of Goiás for the English language area - the DC-GO - and to investigate how English teachers and curriculum developers signify such a proposal when it comes to teaching and learning English. In addition, it also problematizes aspects of the implementation of the new curricular document in the light of the participants' conceptions of curriculum, teaching and learning. The research is documental, ethnographic, of a qualitative-interpretative nature. Four English language teachers from two state schools in a rural town in the state of Goiás and two curriculum developers participated in the research. Curriculum documents (BNCC and DC-GO) and semi-structured interviews with the participants were analyzed. In addition, lesson plans were also considered, which were prepared by the participant teachers in two situations: 1) during English classes, offered remotely and 2) during a continuing education course offered to English language teachers, including the research participants. The results of the document analysis reveal contradictions or conflicts between the theoretical-methodological assumptions that underlie the DC-GO and the way in which these were materialized in competencies and skills in the content tables in the aforementioned document for each stage of elementary education, which were also observed and pointed out by applied linguists with regard to the BNCC. These conflicts concern more traditional approaches to teaching the English language, with a focus on grammar and translation, and less conventional approaches that understand language as a social practice and English language learning as a process that involves the construction of meanings and the use of language. of multiple languages by the students. The results of the analysis of the interviews reveal convergences and divergences between the participants' beliefs about DC-GO and about teaching and learning the English language in a public school context. The data presented in this research also strongly point to the importance of continuing teacher education in a process of curricular reform, especially when the expectation is to change teachers' beliefs and practices. This study contributes to reflections and discussions on educational reforms and teaching policies carried out lately in Brazil and the beliefs of teachers in relation to the newly implemented new curriculum, which can lead to the questioning of teaching and learning English in a public school context, which has been quite controversial and challenging for years.