O MÉTODO TOTAL PHYSICAL RESPONSE NO CONTEXTO DA EDUCAÇÃO DE JOVENS E ADULTOS: UMA ANÁLISE DE RELATÓRIO DE ESTÁGIO SUPERVISIONAD

Abstract

The present work aims to analyze two reports of supervised internships of an English language trainee teacher in the context of youth and adult’s education, having as reference the observation reports that mention the total physical response method (TPR) as the method used in the classroom. We will seek to interpret and analyze how this method, when used by the conducting teacher, can bring positive results for the trainee teacher as well as he realizes that the use of the TPR Method can generate interest and a greater participation of students in the classroom. Our work was built from qualitative research, with an interpretative and reflective character, taking an analytical look at two final reports of Supervised Internship V and Supervised Internship VI, carried out in 2018.1 and 2018.2, respectively. Both internships were carried out in the context of EJA at evening time, reports mention the challenges encountered in the classroom by the conducting teacher in the environment in which he is inserted, giving special relevance to the use of the TPR method by him. In order to base our work, we will use authors who bring some conceptions about the internship and what surrounds it, such as: Rodrigues e Silva (2014), Reichman (2012, 2015), Biazi, Gimenez and Stutz (2011), among others. This work allowed us to reflect and revealed that the trainee student realized that the use of the TPR method positively influenced the development of activities and students in the English language learning process, helping to overcome the teaching challenges in this modality.