O papel do inglês na formação e na internacionalização da educação no Brasil

Abstract

Resumo
 O objetivo deste artigo é refletir acerca do papel do inglês na educação brasileira contemporânea. O estudo revisa políticas linguísticas e de internacionalização sugerindo que há uma tensão entre o papel formador e o papel instrumental da língua inglesa na educação atual. A fim de subsidiar a reflexão proposta, o estudo analisa dados de dois questionários com perguntas relacionadas ao ensino e à aprendizagem de línguas estrangeiras no Brasil. Utilizou-se uma metodologia híbrida analisando dados quantitativos e qualitativos dos questionários respondidos por 65 participantes, sendo 43 estudantes do ensino médio de uma comunidade capixaba de imigrantes pomeranos e 22 professores de inglês. A análise dos questionários sugere que os brasileiros querem aprender inglês como língua estrangeira e veem esse idioma como tendo status de língua internacional. Os resultados mostram que a maior diferença entre o ensino desse idioma no Brasil está nos seus papeis ora formador (na educação básica) ora instrumental (nos cursos livres e programas de internacionalização), confirmando a hipótese levantada na análise das políticas linguísticas de que há uma tensão entre os papeis formador e instrumental do inglês na educação brasileira.
 Palavras-chave: Formação. Internacionalização. Educação. Papel do inglês.
 
 Abstract
 This paper aims at reflecting on the role of English in contemporary Brazilian education. The study reviews language and internationalization policies suggesting that there is a tension between the formative role and the instrumental role of English in education today. In order to subsidize the proposed reflection, the study analyzes data from two questionnaires with questions related to teaching and learning foreign languages in Brazil. A hybrid methodology was used to analyze quantitative and qualitative data from the questionnaires answered by 65 participants of whom 43 were high school students from a community with Pomeranian immigrants and 22 were English teachers. The analysis of the questionnaires suggests that Brazilians want to learn English as a foreign language and see that language as having the status of an international language. Results show that the main difference between the teaching of this language in Brazil is related to its formative role (in basic education) and its instrumental role (in private language institutes and international programs), confirming the hypothesis raised in the analysis of language policies that there is a tension between the formative and instrumental roles of English in Brazilian education.
 Keywords: Formation. Internationalization. Education. Role of English.

O Impacto De Uma Proposta De Reorganização Didático-Pedagógico Na Aula De Língua Inglesa No Ensino Médio Integrado / the Impact of a Didactic-Pedagogical Reorganization Proposal in English Language Classes in Integrated High School

“…With new classroom settings to promote literacies in English, we reflect upon the impact of such methodological reworkings for English teaching and learning in an intendedly Integrated Education framework. Such a conception, based on Ramos (2008), is the premise to both IFB and Brazilian vocational education, consistent with the notion of multilingualism (OLIVEIRA, 2013) as with a synthesis/overcoming of the instrumental function and critical learning of English, as assessed by Finardi and Porcino (2015), in respect to language policy and internationalization.…”

Internationalisation in Higher Education and English as a teaching and learning tool: what are the implications in all Brazilian Education?

“…The perspective to mediating teaching through the English language in Higher Education brings some challenges like the pedagogical strategies for teaching and learning in one international language, internationalisation and academic mobility, when students come to Brazil from other counties and/or Brazilian ones go to study abroad. In this debate some authors 'studies are guiding this writing (Leffa, 2002;Dearden, 2015;Dearden & Macaro, 2016;Cunha & Reschke, 2016;Bido, 2016, Morosini, 2006, Finardi & Porcino, 2015De Wit et al, 2015;Knight, 2008;Knight, 2012;British Council, 2015). This study did not observe phenomena in loco or deal with the observed experiences, but seeks to resume the knowledge already published regarding the theme that design this text, which brings reflection from the implications identified in this issue.…”

“…Carried out a critical analysis from the main literature on internationalisation, which is defined as "the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education" (Knight, 2008, p. 21), the methodology for this study is qualitative. It focus on a debate that starts by the questions around mediating teaching through English in Higher Education and the quality of English teaching in all Education in Brazil, which are interconnected with some preview studies (Leffa, 2002;Dearden, 2015;Dearden & Macaro, 2016;Cunha & Reschke, 2016;Bido, 2016, Morosini, 2006Finardi & Porcino, 2015, De wit et al, 2015, Knight, 2008Knight, 2012;British Council, 2015).…”

Integrating Digital Technologies in Brazilian English Language Teacher Education Through Blended Learning

“…As previously stated, this study aimed at integrating digital technologies through the creation of an online learning environment for pre-service teachers as an interactive and collaborative space that would contribute to breaking the teacher focused traditional education paradigm. To this end, the creation of a Facebook group was found to be an opportunity to decentralize the knowledge construction by using a commonly used social network to expand perspectives of pre-service teachers on educational practices, as suggested by Finardi and Porcino (2015) and Rabello (2015).…”