Língua estrangeira moderna na escola pública: possibilidades e desafios

Abstract

RESUMO -Língua Estrangeira Moderna na Escola Pública: possibilidades e desafios1 . O objetivo deste artigo é discutir as possibilidades e desafios do ensino de língua estrangeira na escola pública brasileira. Em um momento social, econômico e político em que o governo se mostra interessado na aprendizagem (urgente) de línguas estrangeiras na escola pública, acirra-se ainda mais a disputa entre duas metodologias que se pretendem ideais: de um lado, o ensino com foco na leitura; do outro, o ensino das competências escritas e orais da língua. A partir da chamada abordagem comunicativa e dos documentos oficiais nacionais, aponta-se para uma desconstrução dessa disputa entre metodologias, indicando possibilidades de trabalho efetivo à luz dos documentos oficiais e de uma ressignificação da abordagem comunicativa. Palavras-chave: Língua Estrangeira. Ensino Público. Documentos Oficiais. Competências Escritas e Orais. ABSTRACT -Modern Foreign Language in Brazilian PublicSchools: challenges and possibilities. The purpose of this article is to discuss the possibilities and challenges of foreign language teaching in Brazilian public schools. In a social, economic, and, political moment in which the government is interested in students' (urgent) learning of foreign languages in public schools, the dispute between two methodologies increases: on the one hand, a focus on teaching reading; on the other, the teaching of written and oral language competences. Starting the discussion with the socalled communicative approach and the official national documents, this text points to the deconstruction of this dispute between methodologies, indicating possibilities of actual work in the light of the official documents and a resignifying of the communicative approach.

Language policies in Brazil and the epistemology underlying the selection of foreign language textbooks

“…On the contrary, it represents a step in the process of finding out other viewpoints and different forms of conceptualizing the world embedded in a language. In this sense, we agree with Tilio (2014), who reminds us that communicating in a language is, among other things, being able to understand different discourses and re-signify them based on the world knowledge one has. And this, as pointed out by Tilio, is one of the goals of teaching and learning a FL, as it can promote the exercise of citizenship and social inclusion.…”

“…This could be done by taking into account the need for the development of students' speaking skills required for a global citizenship in the flat (Friedman, 2005) and globalized world of the twenty-first century. This could also help the conciliation of the instrumental and the sociointeractional perspectives on EFL teaching and learning as advocated by the National Curricular Parameters for Secondary School and by the National Curricular Guidelines for Secondary Education (Tilio, 2014).…”

Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil

“…We believe that this change in language policy reflects the government's goal to improve Brazilians' level of English proficiency once only about 5% of Brazilians are said to be fluent in English. Nonetheless, this policy does not seem to encourage multilingualism and there are few hopes of improving EFL education because of the general belief that "nobody learns a foreign language well at school" (Tilio, 2014). In order to "really learn English" those who can afford to go to private language institutes that focus on English as an international rather than as a foreign language with an instrumental, rather than a formative role.…”

Abordagens Híbridas E Inclusivas E Formação De Professores De Línguas Do E Para O Século Xxi

“…Nas fronteiras cada vez mais apagadas/questionadas do mundo globalizado, o ensino/uso de L2 e a formação de professores de L2 enfrentam vários desafios que se materializam em tensões globais/locais que vão desde a promoção de políticas linguísticas e educacionais, (FINARDI; ARCHANJO, 2015;80 GRIN, 2003;PINHEIRO;FINARDI, 2014;FINARDI, 2014;NICOLAIDES;TILIO, 2013) até o investimento na educação inicial e continuada de professores de línguas, (ALENCAR, 2016;FADINI, 2016;TILIO, 2014;DALVI, 2012;.…”