LEANDRO, G. P.; http://lattes.cnpq.br/9959133080835351; LEANDRO, Geovanna Pedroza.
Résumé:
Ocupying the role of a lingua franca in today's society, the English language plays an extremely important role in contemporary times, even enabling social mobility for those living on the margins of society. Therefore, there is a need for quality teaching and learning in public schools, which is lacking in a portion of the public school system in Brazil. Factors such as the undervaluation of English teachers, the precariousness of school infrastructure, digital exclusion, and social inequality contribute to the delay in education, making English teaching inefficient in schools. It is in this context that the Pedagogical Residency Program emerges, allowing for the immersion of teachers in initial training in the classroom context, providing an opportunity for reflection in action. Therefore, the objective of this research is to investigate the structural, socioeconomic, and cultural factors that hinder the teaching and learning of the English language in basic level public schools in Brazil, based on experiences as a scholarship resident in the subproject Letters - English Language at the Center for Teacher Training (CFP) of the Federal University of Campina Grande (UFCG). This study is based on an experiential account in a state-run and integral school located in the city of Cajazeiras – Paraíba. Regarding the methodological approach, it is an ex-post-facto research with a descriptive objective and qualitative approach. To support this research, contributions from authors such as Leffa (2007, 2011), Rojo (2012), Monte-Mor (2019), Boa Sorte and Vicentini (2020), De Souza and Trindade (2019), Freire (1987, 2000, 2002), among others, were considered. This study concludes that socioeconomic and cultural aspects are intrinsically linked to the lag in the teaching of English in public schools in Brazil, hindering progress toward improving the quality of education.
