As crenças dos professores de língua inglesa do IFAP sobre o ensino da oralidade nos cursos técnicos integrados

Abstract

This research work, developed by the academics of the Portuguese and English course at IFAP, seeks to understand how teachers work the orality of the English language in the classroom and in view of their practices what they can perceive through the behavior of students in relation to the learning process of the second language. For this purpose, we used bibliographic research by scholars in the area and specific to the theme of this work, to support this research, based on the main theoretical basis the studies of Richards and Lockhart (1996), which highlight some of the beliefs of English language teachers. The approach of this research is qualitative descriptive in nature, using as a data collection instrument a questionnaire containing a total of 10 questions, among which 3 for identification of the research subjects and other personal information, 2 closed questions and 5 open questions, to identify the beliefs of IFAP teachers related to their English language teaching. The research subjects are the 6 teachers from 3 IFAP campuses who agreed to participate in the research, among the 10 teachers to whom the research was applied, from the 5 IFAP campuses: Laranjal do Jari, Macapá, Oiapoque, Porto Grande and Santana. The results obtained were analyzed and described through graphs and through the transcription of the statements of the research participants, of which the research participants highlighted, as pointed out by the research participants: the relevance of frequently working on orality, using diversified techniques and methods, but integrating the 4 language skills and considering the use and social context of students/speakers and conceiving the language as social practices, as suggested by the BNCC and the PCNs. In addition, the answers of the research participants confirm the importance of choosing the most comfortable techniques and methods for the teacher and that best meet the social and cultural context of the students, as suggested by principle-based eclecticism. As a result of the research, the need to create language centers is also highlighted, in addition to raising awareness about the psychological barriers that methods, such as the direct method, can cause during teaching practice.