Importância da língua inglesa: uma análise do ensino nas escolas das zonas urbana e rural de Mossoró-RN.

Abstract

In view of the importance of the English Language and its applicability as a language throughout the world, this study aimed to analyze the situation of English language teaching in municipal schools in the urban and rural areas of Mossoró, Rio Grande do Norte. For the elaboration of the work, initially a bibliographical research was carried out where several types of sources were used like books, articles, manuals, encyclopaedias, annals, electronic means, etc. in order to know and analyze theoretical concepts and contributions about the theme. Regarding the approach, this research is of the quantitative type, also being a research of an applied nature. For the development of the analysis it was compiled data available in the information base of the National Institute of Studies and Educational Research Anísio Teixeira (INEP) and a visit was made to the Municipal Department of Education. The data collected in the INEP database refer to Basic Regular Education (final years), involving students from the 6th to the 9th year, in the periods of 2015, 2016 and 2017, as the average number of students per class and, consequently, number enrollments made in this period. In turn, the Secretariat of Education made available the hours of the English, Portuguese and Mathematics subjects, enabling a comparison between the subjects taught. It was verified, from the average of the School Census, that the average per room varied from 12 to 42 students. It was also observed that in the rural area there were openings of classes of 8 and 9, previously not existing in some schools. Regarding the hour load it was noticed that the English course is available a shorter time than the others. For the classes from 6th to 9th, two classes of the English Language are taught weekly. Already subjects like Portuguese and Mathematics the hourly load exceeds the 4 hours weekly. It is concluded, therefore, that because of the importance of the English Language, it is possible to rethink the possibilities of making its teaching available since Early Childhood Education. The fact would allow a greater and better learning of the foreign language, facilitating the teaching-learning process in the future educational levels.