Ensino de língua inglesa na escola pública: desafios e possibilidades a partir das percepções dos docentes.

Abstract

The general aim of this research was to investigate the difficulties faced by English language teachers in the teaching-learning process in public schools. The specific objectives were: I) listing students' learning difficulties from the teacher's perspective; II) describing the resources used in the classroom III) to discuss the prospects for teaching English in public schools. This study establishes a dialog with Oliveira (2014), Conserva and Silva (2016) and Schlindwein and Sorte (2018), which help to build a synthesis of methods and approaches to the English language teaching-learning process. It also presents the concepts of Marques e Viana (2007), Ribeiro and Motter (2016) and Lima (2021), who discuss the use of technology in English language teaching and interdisciplinarity. It thus demonstrates how the immersion of technology, a holistic view of the English language and interdisciplinarity can change the teaching of the language within public educational institutions in Brazil. This study used a qualitative and descriptive approach to data processing, applying an open questionnaire via Google Forms, with two English language teachers as collaborators. The results showed that the difficulties faced by teachers ranged from concerns about mastering basic skills, such as reading English and fluency itself, to broader systemic issues, such as class overcrowding, lack of student motivation and limited working hours.