Multiletramentos e ensino de língua inglesa: diálogo sobre a BNCC e a formação de professores.

Abstract

The general objective of this text is to discuss the Training of English Language Teachers in Brazil, considering the period from the institutionalization of the language in the basic education curriculum to the implementation of the National Common Curricular Base. For this, we discuss the changes proposed by the base in relation to the teaching of English Language and their implications in/for the process of training English teachers in a perspective of the Pedagogy of Multiliteracies. This is a qualitative theoretical study with a documental approach in which we focus on the historical context of teaching English Language in Brazil and the proposals of the base for the area, identifying, mainly, the changes that have occurred, above all, with regard to Multiliteracies and to the use of Digital Information and Communication Technologies in teaching English Language. The results point to advances and setbacks in the teaching and training of English Language teachers in Brazil. It must be considered that the axes proposed by the base are focused on the language in use, aligned with a concept of lingua franca and the perspective of Multiliteracies. The setbacks observed in the current legislation for teacher training such as Resolution CNE/CP No. 02/2019.