Vocábulos no Mundo e com o Mundo! uma proposta de aprendizagem contextualizada de repertórios linguísticos da língua inglesa para os anos iniciais do ensino fundamental

Abstract

This dissertation is a methodological proposal for contextualized learning of the linguistic repertoires of the English language for the early years of elementary school. This is an investigation based on the concept of dodiscence in Freire (2018b), an emancipatory educational practice opposed to banking education that silences and alienates students in their schooling processes. From the question problem that asks about which teaching strategies it is possible to develop the critical reflection of teachers and students on their teaching-learning processes, the hypothesis was raised that dodiscence, as a methodological strategy, can help in the identification of misunderstandings and difficulties, aiming broadly at recognition, awareness, contextualization and criticality about pedagogical processes, and specifically, the development of vocabularies in Portuguese/English, following the programmatic contents of the Santista Curriculum (2019). The participants of the research are 20 students, children between 7 and 8 years old, in the process of literacy in Portuguese language, who study in a public school in the city of Santos. Data were collected through face-to-face classes, following an activity protocol. This is a qualitative investigation, whose bases are close to the research-formation, based on Josso (2004), by highlighting the participation of teachers and students, as a way to overcome the passivity of practices. Content analysis is based on Franco (2018) finding in the students’ messages and intentionality the data to resignify the theme researched. In the construction of the criticism of the school and the norms that govern it, the official documents that guide the teaching of the English language in Brazil were taken as reference, as well as the contribution of authors, especially: Algebaile (2009), Althusser (1998); Bourdieu (2001); Freire (2018a; 2018b); Frigotto (2011); Gadotti (2001); Giroux (1997); Gonçalves (2010); Gonçalvez and Bock (2009); Gramsci (2001); Libâneo (2012); Marx and Engels (2000); Oliveira (2010a; 2010b); Saviani (2019); Souza (2009); Stamato (2016); Vygotsky (2001); among others, composing a bibliographic review that recognizes the possibilities of the public school as a privileged place and able for the entire school community to have a political-educational action, electing dialogicity as a way to broaden knowledge, taking the subjects as critics and producers of knowledge.