Algumas barreiras no ensino - aprendizagem de inglês em uma escola pública

Abstract

In this study on the challenges of teaching and learning English in a state school in the city of Bagé - Rio Grande do Sul, my overall aim was to reflect on some of the barriers that students face in learning English. In addition, I sought to investigate some of the factors, or cultural, psychological, socio-economic and linguistic barriers, that lead students at the state school not to engage with the English language by proposing the writing of reflective diaries about learning English and activities focused on the arts so that students can express themselves with other forms of language. The work was carried out as part of the Pedagogical Residency Program (PRP) - English Language Center at the Bagé Campus of the Federal University of Pampa. I use theorists who discuss the challenges of teaching English and propose teaching approaches for students to engage in English class activities (DAVID, 2017; HINOJOSA; LIMA, 2008; LIMA, 2011; MORAN, 2015; OLIVEIRA, 2015). The methodology used was action research in the classrooms where I worked as a PRP resident, through analysis and discussion of the research instruments, which were interactive reflective diaries, artistic activities and individual interviews with the participants. I pointed out the following barriers: beliefs - the elitist nature of English and the ideal age for learning; educational policies - not requiring attendance in the classroom; short workload; late introduction of the subject of English; personal - not identifying with the language, causing people to lose interest; and psychological (personal relationships). When we look at the current situation of English teaching in schools, we identify the devaluation of English in schools and the need to improve public policies so that additional languages in schools are maintained.