Navegando por Assunto "Língua inglesa - Ensino"

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O ensino do tema contemporâneo transversal educação alimentar através do ensino de língua inglesa
(2021-03-04) Custódio, Rúbia Inácio; Cavalcanti, Larissa de Pinho; http://lattes.cnpq.br/7660087236639667; http://lattes.cnpq.br/8070067969295590
This article aims to promote the discussion of the importance of food education and the problems of poor nutrition for the development of adolescents through the sequence of classes and teaching materials in English. It also aims to contextualize food education at school as a transversal component in the school curriculum; encourage food education at school in a critical and intercultural perspective in accordance with the Base Nacional Comum Curricular. Therefore, a qualitative bibliographic study was carried out to guide the exploratory part of the research, which, albeit removed from the practical field of the school classroom, is rooted in the social concern in relation to the practical performance of the teacher as well as in student learning. We consulted studies on food education by Basílio (2016), Bila et al. (2019) and Sardinha (2016), the educational guidelines in the Base Nacional Comum Curricular and the Temas Contemporâneos Transversais (BRASIL, 2018, 2019) and interdisciplinary teaching (SILVEIRA, 2020). Hence, this article brings discussion, planning and didactic material to be worked on in the classroom through LI, based on the sociability and protagonism of students to show the importance of contextualized language teaching and to demonstrate that through the English language we are able to learn something that will be used in real life, giving meaning to language learning and mobilizing knowledge from the world.
Experiências como docente em formação: um olhar sobre a disciplina de estágio supervisionado obrigatório em língua inglesa no curso de letras
(2021-02-23) Oliveira, Edriene Michelly Martins; Araújo, João Paulo de Souza; http://lattes.cnpq.br/0818995874296752
This article aims to present the experiences lived from the English Language Supervised Internship, from UFRPE - UAST, in comparison with the precepts presented by the National Common Curricular Base (BNCC) with regard to the teaching of the English language. For that, we used theorists like Rojo and Moura (2012) with their foundation in relation to the pedagogy of multi-tools, with a language focused on technologies and other tools that should be used in the classroom, Rajagopalan (2011) with his point regarding the definition of an English language in a lingua franca perspective around the world, Oliveira (2016) with intense arguments about interdisciplinarity in English, as a totally natural process due to the expansion and needs that are increasingly necessary to remedy indigence of globalization and Leffa (1988) with a view on language acquisition, as well as official documents. Regarding the methodology, we use what Marli André (2007) understands in relation to research in education. Finally, we asked with this research that a critical bias on English language teaching is becoming increasingly necessary, as well as the contributions of Internships in training as an English language teacher.