REFLEXÕES SOBRE A ATUAÇÃO DE PROFESSORES DE LÍNGUA INGLESA E DE LÍNGUA ESPANHOLA EM PROJETO DE VIDA E ELETIVAS

Abstract

The need for an Education adapted to the demands of the contemporary world has driven significant changes, such as the implementation of the Projeto de Vida and Eletivas curricular components. Without requiring specific qualifications, teaching in these curricular components is open to any teacher with available hours. Along this path, this research seeks to understand the consequences of the performance of English and Spanish teachers in curricular components outside their undergraduate courses. Our general objective is to investigate the challenges faced and the adaptations made by two foreign language teachers in their work with the Projeto de Vida and Eletivas curricular components. In order to achieve the objective, this research is based on a theoretical framework composed of some of the regulatory documents of the New Secondary Education: the National Common Curricular Base (2018), the New Secondary Education Curriculum of Paraíba (2024) and the Guidelines Operational for the School Year of the Paraíba State Network (2024); and also, in the concepts of teaching work by Amigues (2004) and Machado (2007). Using qualitative-interpretative methodology of the data, two categories were generated for analyzing the corpus, consisting of two interviews with two foreign language teachers: “Challenges: prescriptions in teaching work” and “Prefigurations and possibilities in teaching work”. The results of the analysis demonstrated that the challenges faced by teachers are multiple, and prescriptions are always at the center of these challenges, as they do not provide sufficient guidance for teachers of both components. Despite this, the two teachers interviewed show, in their texts, that they build alternatives to prescriptions based on their experiences, providing students with meaningful classes.