A aprendizagem da língua inglesa, um saber estratégico para a inclusão do jovem aluno do século XXI: a visão de professores e de alunos

Abstract

The teaching and learning of the public language in Brazil is part of a global project proposed by UNESCO for an integral, plurilingual, multicultural and inclusive education. This study argues that the learning of the English language is a strategic knowledge to insert the student of the public network in the context of the school and the society of the current century. The theoretical framework to support the argument was considered a subconstitutional education as a landmark 1996, among other regulatory frameworks of the learning theory Ausbel and followers, the other independent (autonomous) learning, the regulatory theory of learning in relation to knowledge (Charlot), such as Information and Communication Technologies (TDICs) as tools to support the didactic-pedagogical relationship. For that, we searched for authors such Leffa (2009); Moita Lopes (2009); Freire (1965); Pretto (2011, 2019); Bates (2017); Novak (1984, 2000); Harmer (2001); Holec (1981); Nunan (1988), documents among others and international and national. The teaching included 20 teachers and 17 students from state education, from the state network of the city of Natal/RN, where the city of study or high school was applied by GoogleForms. The study reveals that students have a good perspective on their personal and professional future; claim to like the English language, claim to have contact and are interested in this language outside the classroom, but claim not to learn enough in the school context. The study also showed that most students participating in the research have smartphones and have contact with the English language outside the classroom, mediated by digital technological resources. The study data revealed that most teachers share the students' opinion about the affirmation of contact with English outside the classroom. They consider that the SIGEduc (Integrated System of Education Management of the Department of Education) could contribute to the teaching and learning of English, if this platform were properly used as a virtual learning environment. The 21st century teacher will seek to insert the new methodologies and resources available in his teaching process, awaken in the student a taste for the English language, a protagonist spirit so that he achieves an autonomous learning of the English language beyond the classroom.