Educação linguística em língua inglesa no contexto dos cursos técnicos do IFES – campus Montanha: um estudo pelo viés dos multiletramentos

Abstract

This research seeks, in the light of Multiliteracies studies, to investigate how the teaching of English Language in Ifes - Campus Montanha occurs, from an interview through questionnaire (Appendix A) and conversation circle with students participating in the first year, as well as the analysis of texts available in documents such as the Common National Curriculum Base (BNCC), the National Curriculum Guidelines for Secondary Education (OCEM), specifically the teaching of Foreign Languages, and the Pedagogical Project of Technical Courses (PPC) of the mentioned Campus, followed by the reading of research and theoretical references as contributions to a language education in a critical perspective based on literacy. To this end, we resorted to the studies of Multiliteracies, critical literacy, based on the reflections of New London Group (1996); Cope & Kalantzis (2006), Ferraz (2015); Duboc (2015), Menezes de Souza (2019) among other authors. In view of the results of the analysis of the institutional documents, it is understood that the OCEM (2006) indicates a conception of language focused on social practice and no longer focused almost exclusively on the linguistic structure, so that it is conceived in an interactive and socioculturally contextualized way. The BNCC (2017) presents a perspective for language teaching that believes in enhancing the individual's education in all contexts, however, by being focused on the development of competencies and skills, it ends up valuing a market vision and human training focused on individuality and not collectivity. The PPC (2017), by still valuing a structural and mechanical linguistic teaching, goes against the conception of language proposed by the OCEM. The analysis of the data produced in loco showed that language teaching, when it occurs based on a singular and formal form of language, conceiving the learner only the ability and skill to "master" writing and reading, tends to reproduce the idea that there is only one way of representation and assimilation of language. However, when associated with "situated practice", with the reality of learners, it becomes a reflection of what is present in their daily lives.