Educação linguística na infância: uma abordagem de ensino de Línguas Adicionais com crianças e Metodologias Ativas sob a perspectiva Ecológica

Abstract

There is no initial teacher education that encompasses the variety of contexts that future language teachers may encounter in their professional lives. However, understanding a curriculum as a "component that forms the reality of the education system in which we live" (BROSSI et al., 2020, p.99), we understand that it should seek to take a look at contemporary education. In this sense, the offering of English Language teaching for children in the early years of Elementary Education has grown significantly (RUBBO, 2016; TONELLI; CHAGURI, 2013) and is of interest to society as a whole, both public and private institutions, even though English Language (hereafter referred to as EL) is mandatory from the sixth year (BRASIL, 2018). However, there is no initial training for such demand, except for the own initiative of teacher-researchers in Brazilian universities. Based on Active Methodologies (HORN; STAKER, 2015; BACICH et al, 2015; MATTAR, 2017; BACICH; MORAN, 2018, KIELING, 2017; KIELING; VETROMILLE-CASTRO, 2022) and under the light of the Ecological Approach to language teaching (VAN LIER, 2004; PAIVA, 2013; 2010), this research, therefore, aims to address a teacher training gap through the proposal of an approach to teaching additional languages to children. For this purpose, we analyze the curricula of Language courses in Rio Grande do Sul based on a section of the latest National Student Performance Examination (ENADE). We analyze two official documents that regulate Basic Education to verify the space for Additional Language, conduct a brief review of existing language teaching methods and approaches, discuss the Ecological Approach to language teaching, Language Education, and Active Methodologies as theoretical frameworks, and finally, present the methodology and lesson planning modules with the proposed approach. This is applied research of practical and empirical nature, and its implications combine the academic world with the world of work. The result is an educational product with a social contribution aimed at both teacher work and education regarding language education with children in the context of school teaching.