O ensino-aprendizagem de inglês através de contos de fadas: uma análise de produções textuais do ensino fundamental no subprojeto Pibid Letras-Inglês à luz dos multiletramentos

Abstract

The English language teaching in public schools has been increasingly challenging for teachers, who often deal with students who are not motivated to learn a foreign language (FL). This reality of hopelessness and so much negativity, and the national and state guidelines for FL teaching in elementary schools, motivated the development, within the context of the Scholarship Program of Initiation to Teaching (PIBID/UFPB-Letras-Inglês/CAPES), of a sequence of lessons for the teaching-learning of English through fairy tales, implemented at a public elementary school in João Pessoa-PB. Based on this experience, which finished with the production and presentation of fairy tales by the students, this present work focuses on the analysis of such textual productions developed by the students of the school attended by the Pibid project, based on the concepts proposed by the pedagogy of multiliteracies (NEW LONDON GROUP, 1996; COPE & KALANTZIS, 2000; LANKSHEAR & KNOBEL, 2003). It is also important to highlight the multimodal aspects of the classes, the focus on the textual genre fairy tale, and the verbal and non-verbal resources mobilized in students’ productions, in parallel with the orientations of the official documents, such as the National Curricular Parameters (BRAZIL, 1998; MEDRADO & DOURADO, 2015). The analysis of the students' textual productions was based on the identification of the most important themes and symbolisms present in the stories and how the students redesigned what was available to them during the lessons, to give meaning to their learning and some aspects of their lives and identities. Based on the key concepts of the pedagogy of multiliteracies, the analyzed productions revealed the use and articulation of verbal and non-verbal resources for meaning making, constituting, therefore, elements of great potential to show and promote students' discursive engagement in the English language, used as a form of expression, strengthening processes of inclusion and critical thinking of students in relation to important themes for their education.