O ensino de língua inglesa no contexto da EJA: uma reflexão sobre a proposta de sequência didática e o uso de gêneros textuais.

Abstract

The objective of this work is to propose a didactic model for the teaching of English Language in the modality of Youth and Adult Education. From the observation of the difficulties of the traditional model of teaching to establish real connections between the students of this modality and the English Language, it is intended to reflect on the possible models for the teaching of the language in a contextualized way. Studies such as that of Petreche (2008) have shown that the teaching of LE, especially English, is devalued by students of this modality. The Didactic Sequence (SD) model expresses a possibility for the teaching of EFL in a contextualized way in the Youth and Adult Education. For this, we rely on the studies of Almeida Filho (2011) to reflect on the teaching of English Language in Brazil, Paula and Oliveira (2011), Capucho (2012) and Borges (2006) to construct a historical retrospective of Education of young people and adults as a right, Arroyo (2011) to think the configuration of the modality in its specificities. Thus, the present work aims to discuss the functionality of the Didactic Sequence model proposed by Dolz and Schneuwly (1996) applied to the teaching of English Language in the Youth and Adult Education. It is also intended to establish relationships between the contextualized teaching of English Language and satisfactory results regarding the contact with the language as a form of emancipation of the individuals. We approach the epistemological assumptions of the theory underlying this research, emphasizing the works with Didactic Sequence, a model proposed by Dolz and Schneuwly (1996), developed from the theoretical perspective of Sociointeractionism for language teaching based on Marcuschi (2008), Antunes 2010), Koch (2011), among others. We believe that this type of research cam bring in scientific contributions to the area of language teaching.