Ensino bilíngue em uma escola pública em João Pessoa

Abstract

In the last few years, we have seen an increase in the number of bilingual schools in Brazil, mainly elite bilingual schools, and currently also public schools have been offering Bilingual Education. In this context, we visited a public elementary school with bilingual education in the early years to understand the concept of bilingualism practiced at school by its teachers and agents involved in bilingual education. For that, we went through the main theories on Language Acquisition (SKINNER, 1957, NOAM CHOMSKY, 1957, 1965; VYGOTSKY, 1998, 2002), we reflected on Second Language Acquisition (KRASHEN, 1981) (ASL), Bilingualism (BLOOMFIELD, 1935 apud HAMERS AND BLANC, 2000, GROSJEAN, 1997, MACNAMARA, 1967 APUD HAMERS AND BLANC, 2000, BAKER AND PRYS JONES, 1998), and Bilingual Education (MEGALE, 2009, GARCIA, 2009, HAMERS AND BLANC, 2002). With this theoretical basis, we move on to the presentation of the school that is the location of the research, a school in a non-privileged context of the state school system in the city of João Pessoa, capital of Paraíba, Northeast Brazil. To verify the functioning of bilingual education in the early years of elementary education in this school, we analyzed its political-pedagogical project and applied a structured questionnaire divided into two sections, with the teachers and representatives of the management and pedagogical team, 6 respondents in total We realize that, the school seeks to apply the concept of Bilingual Education studied and with the due adjustments, it will be possible to provide this type of bilingual education, what may become a way to reduce the social inequality experienced in our country.