Análise sobre os documentos orientadores do ensino de língua inglesa: Uma proposta educomunicativa de ensino para o ensino fundamental

Abstract

This research analyzed the content of guiding documents for English language teaching in the 6th grade of elementary school in the city of Uberlândia, in light of the BNCC (National Common Curricular Base), CRMG (Curricular Reference of Minas Gerais), and the Municipal Curricular Guidelines provided for this level of education. The initial problem centered around the difficulty in learning the English language observed among students who have English at school as their only contact with the foreign language. The investigation into the guiding parameters up to the proposed curriculum for the public school system was initially driven by the author's experience as a substitute English teacher in the public school system of Uberlândia, and by analyzing whether the documentary processes that guide teachers provide possibilities for improving English language teaching in schools. The scope of this research was limited to the specific content for the 6th grade, a period in which the study of English becomes mandatory in the public school system. The research sought to historically situate the inclusion of foreign language study in Brazil, starting from a synthesis of these approaches up to the most recent proposal of national guidelines, in dialogue with state guidelines, until their development in the public school system in the city of Uberlândia. The conceptual-methodological approach centered on a bibliographic and documentary research, with a qualitative analysis of the information found in the documents. The main results showed that the legal guiding documents propose a challenging teaching-learning approach based on the development of competencies and learning, expressing principles aligned with the concept of integral education, bringing a socio-interactionist communicative approach to English language learning. There is recognition of the importance of using technologies in language teaching, attempting to awaken students' interest in learning, relating it to their daily lives and the permanent practice of using the English language. Regarding the teaching approach, this research proposes a reflection on the educommunication ecosystem, which can add to the guiding principles verified in the documents and contribute to a better teaching-learning process of the English language in schools. It concludes with orientations for the educommunicative approach through the analysis and application instructions of these principles in a lesson plan presented in the Municipal Curriculum Guidelines and in an authorial lesson plan.