"Professora, que legal, hoje eu falei inglês na sua aula" estratégias didático-pedagógicas para dinamizar o ensino/aprendizagem de língua inglesa na EJA

Abstract

This work aims to present and analyze a didactic-pedagogical proposal centered on the strategies suggested in officials curriculum documents for the teaching of English in the modality of youth and adult Education- EJA (BRASIL, 2002; SÃO PAULO, 2010), from the perspective of a teacher in initial education. This proposal was devel-oped in a context of supervised non-compulsory internship, experienced in a public school of the city of João Pessoa in the modality EJA. The research focused on the di-datic-pedagogical strategies, the materials, the classroom interaction and on the chal-lenges as categories to analyze two classes prepared for an EJA group and taught by the teacher/researcher. A qualitative and interpretative methodology was used, taking into account the lesson plans, notes and reflexive journal of the teacher/research on the classes taught. The discussion of data pointed out that the classes in questions seem to have streamlined the English language learning in the participating class, because they offered students opportunity to use language in contextualized and articulated way with their reality, to use the language for real interaction and communication, and to strength their identity as learners who are able to broaden their knowledge of the world and language, contributing to reach the goals of repair and equity, characteristic of this modality of teaching. On the other hand, research has shown that the supervised non-compulsory internship is an important formative space to broaden teaching experienc-es in initial education, by allowing the teacher to exercise even more the recognition of specific groups of students’ needs, so that he can plan an English-learning process that might provide answers to those needs.