O ensino de inglês como língua adicional e os currículos : um estudo na perspectiva da pedagogia dos multiletramentos

Abstract

The curriculum has been a field of investigation to many researchers in the last decades. For a long time the curriculum stopped being a purely technical area only, concerned with methods issues and became an area of problematization, aimed at understanding the relations of power, ideological, cultural and social influences that permeate it (APPLE, 2006; YOUNG, 2007, 2010, 2011, 2014; KANU, 2006; DUBOC, 2015; among others). Specially associated to the English language, which has expanded considerably in the last 20 years promoted by the globalization, fast capitalism and neoliberalism, the contemporary curriculum, has sought to answer, increasingly, to those demands instead of a meaningful language education. Consequently, new identities and new literacy practices have been noticed in the school sphere derivative from the different contexts in which the individuals find themselves inserted, defying, this way, the teaching work that, from the last years, has been turned to go beyond the literacy process with the purpose to reach and enrich the different literacy practices and the different individuals identities in the school environment by means of a more problematizing and critical pedagogy (THE NEW LONDON GROUP, 1996; KALANTZIS; COPE, 2008; KRESS, 2000, 2011; ROJO, 2010; among others). Therefore, this study aims to investigate how the curricula and their unfolding have influenced the preparation of curricular proposals, specially the Foreign Language Teaching Program of the county of São Mateus/ES, under the Multiliteracies pedagogy, as well as understanding how the teachers keep a dialogue to that proposal. Thus, it was made a qualitative exploratory research by means of a documentary analysis and semi structured interview. The results show the challenge of the teachers towards a strict curricular proposal traditionally elaborated, and how they have searched, by means of a critical approach, articulate the proposed knowledge to the school reality, in order to offer the students, the possibility of participating socially, culturally and critically of new experiences by the study of another language.