As fábulas em aula de língua inglesa: uma proposta de intervenção

Abstract

This work aims to provide opportunities for the development of reading skills in English language contemplating cultural aspects through Aesop's fables. It is also the purpose of this research to elaborate a didactic sequence, apply it and verify the effects of this application. Based on this, we carried out an action research (TRIPP, 2005; THIOLLENT, 2011) that included the participation of 6th grade elementary school students from a public school located in the city of Natal - RN. For classroom intervention, we use didactic sequences based on Cosson's basic sequence (2018) for literary literacy. The data has been gathered by means of analysis of documents such as Political-Pedagogical Project, annual teaching plans and didactic material used in the researched context. In addition, we applied a questionnaire and we had the observation and reflection of the entire intervention process. Our theoretical framework is based on studies such as Cosson (2018), Dezzoti (1989), Ferreira (2014), Portella (1983), Almeida Filho (2001), Zilberman (2009), Byram (1989), Kramsch (1996), among others. The analysis of the documents shows that the teaching of English does not have clear guidelines, revealing that there is no articulation between the documents analyzed. The questionnaires applied in the post-intervention phase indicate that fables constitute a rich text for English language teaching and learning which makes it possible to illustrate uses of language and reflect on the moral values that permeate social life and that reflect our own attitudes.