Representações de alunos do PROEJA sobre o ensino-aprendizagem de inglês para fins específicos – leitura: um estudo de caso no IFAM

Abstract

This research aimed to investigate the representations of students in the National Program of Integration of Professional Education with Basic Education in the category of Youth and Adult Education (PROEJA) at Federal Institute of Amazonas (IFAM) about English for Specific Purposes (ESP) – Reading, The objectives were to understand their representations about the practices of the students and the teacher's practices in teaching-learning of ESP – Reading, and to reflect on the programmatic content of ESP - Reading considered more important in these classes, observing what can be included in them. The theoretical contribution referring to the representations was based on Alves-Mazzotti (2008), Celani and Magalhães (2002), Farr (2002), Freire e Lessa (2003), Jodelet (2001), Jovchelovitch (2002), Moscovici ([1965]1978; [2000]2015) and Wagner (2002). Regarding the ESP Teaching-Learning Approach was anchored on Celani (2005), Celani et al. (1988), Dudley-Evans and St. John (1998), Holmes (1981), Hutchinson and Waters (1987), Monteiro (1999; 2009), Ramos (2004; 2005; 2009; 2017), Robinson (1991). And about PROEJA the research was based in Brazil (2005; 2006a), Base Document (BRAZIL, 2007), IFAM Statute (BRAZIL, 2009), Law no 13.005/2014 that deals with the National Education Plan 2014-2024 (BRAZIL, 2014) and Institutional Development Plan (2014-2018). The research was a study in the field of Applied Linguistics, a qualitative research and used the case study as a methodological reference (JOHNSON, 1992; NUNAN, 1992; STAKE, 2003). The context was one of the PROEJA classes at IFAM and as research instruments four questionnaires were used, one profile questionnaire and three investigative questionnaires, with 10 participants, students of this course. The results pointed to representations that value teaching-learning vocabulary, and include the teaching of lexical pronunciation in ESP – Reading classes. It was also concluded that ESP classes should involve activities that arouse students' interest, interaction with the class and games. In addition, it is suggested that a pedagogical coordination be established in the institute to conduct the linguistic policies of face-to-face, distance and blended learning.