Prática docente no ensino da língua inglesa na eja: relatos de alunos e professores

Abstract

This work brings reflections on the pedagogical practice developed by the teacher who works with Youth and Adult Education students, specifically in the teaching of the English Language, analyzed by a questionnaire according to reports from students and teachers. The locus of investigation took place in two English language classes in two public schools in Macapá, namely the Escola Estadual Gabriel Almeida Café and the Centro de Ensino Supletivo Paulo Melo school. The research subjects were two teachers, one from each school, and three high school classes, one from the 1st stage and two from the 2nd. The research was based on a qualitative case study, and two questionnaires were carried out to collect data, one for students and the other for teachers. The objective was to verify how English language teaching works among the EJA public, in addition to analyzing whether teaching practices are adjusted according to the students' demands. Furthermore, it sought to find out the level of importance of both students and teachers regarding the English Language Curricular Component. The theoretical constructions were discussed in a structured study in the scientific field on the theme developed in the research. The results showed the setbacks of both students and teachers regarding the English Language subject.