Conhecendo a eja (educação de jovens e adultos) para refletir e transfomar o ensino de língua inglesa

Abstract

The theme of this research was conceived from the observation that there would be, in my school, two classes of the High School first term of Adult Education with very different profiles in relation to the age groups and the learning difficulties. At the beginning of the classes it was necessary to know the English language learning needs of the two classes in order to define different teaching strategies to meet these needs. The theoretical basis of the work was the use of the socio-interactionist (Vygotsky (2001, 1998), constructivist (Piaget, 1973, apud LA TAILLE, 1998) and humanist (Rogers, 1969) approaches, the analysis of documents such as the National Curriculum Parameters - PCN (BRASIL, 1998), the Curriculum Guidelines for Secondary Education (BRASIL, 2006) and the State Curriculum (SÃO PAULO, 2010a), as well as the application of the concepts of social activities (Liberali, 2009), literacy (Kleiman, 2005) and multi-literacies (Rojo, 2012). By means of a diagnostic evaluation and a needs analysis questionnaire, the necessities, lacks and wants, according to the classification of Hutchinson & Waters (1987), were detected, as well as the interests/resistances and the facilities/difficulties of the students for learning. Based on the analysis of these categories, pedagogical interventions were carried out in addition to those provided in the annual teaching plan for English classes, which had taken into account only the State Curriculum (SÃO PAULO, 2010a), in order to meet the identified needs, with the proposition of activities and strategies using authentic texts of newspapers, songs, movies, internet, etc. The results were monitored through the following instruments of analysis: the students' opinions, the field diary and the records in the class diaries. Despite some difficulties, these results make possible to affirm that the interventions allowed the students not only to build knowledge and acquire skills and competences, but also to coexist and to achieve personal realization. On the other hand, the process also pointed to the importance of knowing the aspirations, opinions, ideas, tastes, experience, perception, difficulties, etc. of the students, which can lead the teacher to continuous reflection on her/his pedagogical practice and the constant improvement of her/his professional performance