A relação das condições de trabalho em escolas públicas de educação básica com o processo de ensino e aprendizagem: uma análise a partir da vivência como bolsista de iniciação do PIBID inglês.

Abstract

The English language teaching has acquired a significant relevance nowadays due to the globalized context in which we live, where English is widely used as a lingua franca. However, it is regrettable to note that the teaching of this language in public schools does not receive the proper recognition, and teachers face a lot of challenges in their teaching practice. One of the main factors that directly impact learning is the precarious environment of many public schools. Thus, the Institutional Scholarship Program for Teaching Initiation (PIBID) emerges as a government initiative that enables academic students to experience the school reality and actively contributes to their academic training. Therefore, this work has as main objective to investigate the connection between learning and the working conditions where teachers in public schools labor. Being based on the experiences as a scholarship holder for initiation to teaching at PIBID-English, at the Teacher Training Center (CFP), at the Federal University of Campina Grande (UFCG). This study is based on an experience report lived in a state school located in the city of Cajazeiras - Paraíba. As for the methodological approach, it is a qualitative research, with bibliographical foundation and exploratory character. The theoretical review that supports this study includes contributions from several authors, such as Bakhtin (1997), Canário (1998, 2006), Chomsky (1998), Freire (1967, 1987, 2000, 2002), Leffa (2007, 2011), Rojo (2012), Tardif (2012), Vygotsky (1989), and some others. In addition, relevant academic writings related to the topic of this research were considered.