Crenças dos professores de Língua Inglesa sobre as contribuições do livro didático no processo de ensino-aprendizagem em escolas da Educação Básica da cidade de Manaus/AM

Abstract

The main objective of this research was to analyze the beliefs of English language teachers about the contributions of textbooks in the teaching-learning process in basic education schools in the city of Manaus. The choice of this object of study was motivated by the reports of fellow professors about their pedagogical practices. In order to understand the needs of teachers and their beliefs regarding the pedagogical teaching material used in the classroom, the following questions were elaborated: What are the beliefs of English language teachers regarding the textbook in the teaching-learning process in basic education? Are teachers' beliefs reflected in the choice of textbook? How is the textbook used for the teaching-learning process of the English language in public schools in Manaus? The theoretical foundation was divided into three parts: Teacher beliefs in the teaching-learning process of the English language based on studies by Barcelos (2000, 2001, 2003, 2004) and Almeida Filho (2003); Textbook: Research, Concept and History, based on research by Teixeira (2018), Munakata (2010) and Coracini (1999); Textbook of the English Language and the National Textbook Program, based on the postulates of Coracini (2011), BRASIL (2015) and Silva (2017). Regarding the methodological aspects, this research has a basic nature, qualiquantitative and analytical approach and, regarding the objectives, it is classified as exploratory, as the study started based on bibliographical sources from the research problem. This investigation brings as a result the teacher's belief about the textbook as an important part of the teaching-learning process of the English language. Differences were observed regarding the presentation and choice of textbooks that do not comply with educational standards. At the end of the research, it was concluded that teachers' beliefs are intrinsically interconnected to the teaching-learning process, since the teacher's conduct in the classroom, in part, is in line with what he believes is necessary for this process by assuming an identity that it is built on initial training or rebuilt on experience acquired over time.