A música como uma ferramenta lúdica no ensino de Língua Inglesa: descrevendo experiências do estágio supervisionado I

Abstract

In the Brazilian school context, it is challenging for the English language teacher to contextualize teaching and learning, which suggests the need to adopt ludic means for English teaching practices. This experience report describes the musical resource applied in the classroom as a didactic-pedagogical playful tool in the acquisition of the English language focused on oral communication, interaction, motivation and knowledge about the culture. Evelyn White during her internship which was carried out, carried out with two classes from the 6th year of Elementary School II. The theorization of this report is based on works and research developed from authors such as Tim Murphey (1992), Deocleciano (2016), Batista (2008) and Silva Júnior e Silva (2016), in addition to the contributions of Jalil and Procailo (2009) ), Leffa (1988) and Portela (2007). For the methodological procedures, material was collected from the notebook of notes from the observations of classes made with the 6th grade classes, analyzing the data through the qualitative approach, a search was made for the results that the music brought to the students of English language in the factors motivation, interaction, oral and cultural knowledge of the language. Finally, the final considerations report that the music satisfactorily reached all the factors that the research intended to emphasize. The students were motivated and found in music a way to share and interact with each other.