Docência compartilhada nas aulas de língua inglesa em uma escola do município de São Paulo: percepções das professoras regentes

Abstract

This research aims to investigate the perceptions of primary teachers regarding coteaching and the roles of the teachers involved in co-teaching in English classes. The theoretical bases are the National Curriculum Parameters of Foreign Language (BRAZIL, 1998); ROCHA (2007) who discusses English teaching for children; official publications which deal with English teaching in early basic education in Municipal schools of São Paulo, and with co-teaching alongside authors who discuss this type of teaching. This research is a case study and the participants were primary teachers from a Municipal school in São Paulo city. The results show that these teachers assign to the English teacher the role of planning and delivering lessons and to the primary teacher the role of accompanying the English teacher and observing the lesson; the results also show that these teachers believe that the co-teaching classes require joint work and planning, and that in the English classes the co-teaching does not happen. However, when we look at all the perceptions it is possible to notice that the co-teaching in English class occurs through interventions, organization of the space and students, help in clarifying students‟ questions, help with students with special needs and, in a particular case, joint planning. Co-teaching, in English teaching in early basic education, must be rethought, we must find space for dialogue and for joint planning aiming for a change in the scenario we have today; after all, English classes in early basic education were a major breakthrough in the municipal public education and we must require from the management teams of schools and the Municipal Secretariat of Education of São Paulo the necessary support for effective practice