Os alunos da rede pública não tem interesse em apreender a língua inglesa: vamos refletir, ou simplesmente lamentar?

Abstract

This research aims at investigating my classroom practices, bearing in mind the process of English language teaching learning in a public school. It tries to find out the students historic and social context as a way to analyze the representations, worries and dreams, which the students bring to the school context. The research is qualitative in approach (André, 1995/2000), and can be seen as critical ethnographic action research (Kincheloe, 1993/1997 and André, 1995/2000), as the researcherteacher intends to change the learning context. The theoretical framework of the research is organized in six parts: 1) Theories proposed by Vygotsky (1930/1998 e 1934/1999); 2) The role of language by Bakhtin (1953/2003 e 1929/2004); 3) The role of representations in the foreign language teaching-learning process (Moscovici, 1984); 4) Parâmetros Curriculares Nacionais - Língua Estrangeira (Brasil, 1998); 5) The reflective teacher (Freire, 1970/1987) and Moita Lopes (1996/2000); 6) The concepts of banking and problematizing education by Freire (1970/1987); Bakthin s concept of language (1953/2003 e 1929/2004) and Heuristics (Moustakas, 1990), are used as a theorical tool for analyzing and interpreting data. The data analysis offers an interesting framework to discuss knowledge construction during interaction between researcher-teacher and students in the classroom. Through strategies and reflective practices the students are lead to understand their importance in the world, in such a way that they become critical, conscious and communicatively competent in a second language