Inserção da língua inglesa para crianças de 3 a 9 anos em escolas regulares da rede privada : algumas considerações sobre a formação e dificuldades dos docentes. /

Abstract

This qualitative ethnographic research aims to investigate and describe the English language teaching within the kindergarden education (3-9 year old children). It was examined official documents, such as Lei de Diretrizes e Bases da Educação (1996), Referencial Curricular Nacional para Educação Infantil (1998) e o Guia Curricular para Língua Inglesa, Educação Infantil e Ensino Fundamental, Subsídios para Professores e Gestores (2013). To develop this research a questionnaire was applied in four schools in the suburb of Castelo Branco, in João Pessoa, searhing for knowing the teachers‟ training and their difficulties related to the teaching and learning process of the English language in the kindergarten and elementary education (corresponding to Maternal up to the 5th year of Fundamental I). The data analyses showed the following difficulties: didactic material shortage for young children, audio video resource shortage at schools, and the „polivalent‟ teachers‟ lack of knowledge on the English language as well as the absence of an official document that may guide this type of teaching. Besides, it was noticed the existence of a dual problem: the teacher graduated in the English language does not have pedagogical ability to deal with young children and the „polivalent‟ teacher does not have ability to teach English. We come to the conclusion that a teacher having both pedagogical training for the kindergarden and English language teaching training may cope with a quality teaching for these young children, ensuring their right to it.