Desafios enfrentados por professores de língua inglesa em Escolas Públicas de Ensino Básico: uma análise como Bolsista de Iniciação do PIBID Inglês, durante a Pandemia da COVID-19.

Abstract

The English language teachers in public elementary schools face several challenges in their work. An analysis of the challenges faced in teaching the English language, as a PIBID English initiation scholarship holder during the Covid-19 pandemic, reveals relevant aspects. During this period, English teachers had to deal with the transition to remote teaching, facing difficulties such as adapting to new technologies and the search for adequate educational resources. In this sense, this work, which aims to analyze in general the challenges faced by English Language teachers in Basic Education schools during the Covid-19 pandemic, is justifies by the possible contributions suffered by the results presented to professionals, academics and society interested in the English language teaching. This is a literature review that used the inductive empirical method, seeking a composition of detailed information to broaden the understanding of the content being investigated. The results obtained point out that communicative competence, as discussed based on Applied Linguistics studies, proved to be essential for language teaching. However, the transition to remote teaching made it difficult to fully develop speaking, listening, reading and writing skills, as well as interaction and communicative practice among students. Teachers had to seek adapted strategies and resources to ensure the interaction and development of these skills, considering the restrictions imposed by the teaching modality. Faced with these challenges, the Institutional Teaching Initiation Program - PIBID - English played a fundamental role, providing training and practical experiences for scholarship holders. Living as a PIBID - English initiation scholarship holder during the pandemic allowed a deeper understanding of the obstacles faced by teachers, in addition to providing reflection on the importance of teacher training and institutional support to face these challenges.