A inserção da língua adicional no Ensino Fundamental I
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Tipo
Artigo
Classficação
Nível teórico
Data
2023
Autores
Título do Períodico
Travessias
ISSN
1982-5935
Página(s)/e-location
e30801
Idioma(s)
pt
Fonte
Fonte
Cascavel, PR
17
2
maio/ago.
17
2
maio/ago.
Coleções
Resumo
As reflexões apresentadas neste estudo buscam instigar as instituições de ensino superior a repensar o Projeto Político Pedagógico dos Cursos de Letras e Pedagogia. Portanto, com base em uma metodologia documental e interpretativista, pretende-se responder a duas questões: 1) O Currículo para a Rede Pública Municipal de Ensino de Cascavel contempla o ensino de língua adicional no Ensino Fundamental I? 2) Os Cursos de Letras e Pedagogia formam o docente para atuar com a língua adicional no Ensino Fundamental I? Na tentativa de responder a essas perguntas, buscou-se nos estudos realizados por Sabadin (2006), e por meio de uma busca documental, analisar os documentos oficiais norteadores do ensino da língua adicional. Esta investigação se justifica pela necessidade da compreensão dos documentos oficiais no que se refere ao ensino da língua adicional, e de que forma esse ensino é contemplado no Currículo Municipal de Cascavel e como ocorre a capacitação dos docentes que atuam nessa área. Os resultados apontam que apenas a formação acadêmica não consegue atender a todos os desafios que os futuros docentes enfrentarão em sua prática pedagógica, assim como, as orientações da BNCC (Brasil, 2018) carecem de algumas explicações teóricas acerca de conceitos que envolvem a área de língua adicional, além de direcionamentos curriculares para as línguas adicionais diferentes ao inglês, o que demanda uma formação docente sólida para preencher as lacunas encontradas.
The reflections presented in this study seek to instigate higher education institutions to rethink the Political Pedagogical Project of the Languages and Pedagogy Courses. Therefore, based on a documental and interpretive methodology, the intention is to answer two questions: 1) Does the Curriculum for the Municipal Public Education Network of Cascavel include additional language teaching in Elementary School I? 2) Do the Literature and Pedagogy Courses train teachers to work with the additional language in Elementary School I? To answer these questions, studies carried out by Sabadin (2006) were sought, and through a documentary search, to analyze the official documents guiding the teaching of the additional language. This investigation is justified by the need to understand the official documents regarding the teaching of the additional language, and how this teaching is contemplated in the Municipal Curriculum of Cascavel and how the training of teachers who work in this area occurs. The results indicate that only academic training cannot meet all the challenges that future teachers will face in their pedagogical practice, as well as the BNCC (Brasil, 2018) guidelines lack some theoretical explanations about concepts that involve the area of additional language, in addition to curricular directions for additional languages other than English, which demands solid teacher training to fill in the gaps found.
The reflections presented in this study seek to instigate higher education institutions to rethink the Political Pedagogical Project of the Languages and Pedagogy Courses. Therefore, based on a documental and interpretive methodology, the intention is to answer two questions: 1) Does the Curriculum for the Municipal Public Education Network of Cascavel include additional language teaching in Elementary School I? 2) Do the Literature and Pedagogy Courses train teachers to work with the additional language in Elementary School I? To answer these questions, studies carried out by Sabadin (2006) were sought, and through a documentary search, to analyze the official documents guiding the teaching of the additional language. This investigation is justified by the need to understand the official documents regarding the teaching of the additional language, and how this teaching is contemplated in the Municipal Curriculum of Cascavel and how the training of teachers who work in this area occurs. The results indicate that only academic training cannot meet all the challenges that future teachers will face in their pedagogical practice, as well as the BNCC (Brasil, 2018) guidelines lack some theoretical explanations about concepts that involve the area of additional language, in addition to curricular directions for additional languages other than English, which demands solid teacher training to fill in the gaps found.
Descrição
Palavras-chave
Língua adicional, Formação acadêmica, Ensino fundamental I, Additional language, Academic education, Elementary school
Citação
SABADIN, Marlene Neri. A inserção da língua adicional no Ensino Fundamental I. Travessias, Cascavel, PR, v. 17, n. 2, p. e30801, maio/ago. 2023. https://doi.org/10.48075/rt.v17i2.30801. Disponível em: https://e-revista.unioeste.br/index.php/travessias/article/view/30801. Acesso em: 2024-01-29