Novos caminhos: o ensino de línguas para fins específicos no bacharelado LEANI - Línguas Estrangeiras Aplicadas às Negociações Internacionais

Abstract

Starting from the process of needs analysis, fundamental to the concepts of Languages for Specific Purposes, LSP, (HUTCHINSON AND WATERS, 1987; DUDLEY-EVANS AND ST. JOHN, 1998; CELANI, 2005, 2009; RAMOS 2004, 2005, 2017; PALTRIDGE 2015) this research aims to develop an English language teaching project in the bachelor of Foreign Languages Applied to International Negotiations (LEANI) at the Centro Federal de Educação Tecnológica Celso Suckow da Fonseca (CEFET/RJ). We believe that it is not possible to present an approach to languages for specific purposes without research and reflection on teaching materials (CELANI 2002; RAMOS, 2004, 2005; TOMLINSON 2011). In addition to the LSP approach, the pedagogical models of active methodologies (MORAN 2015; CAMARGO AND DAROS 2018) support this work, which, in general, aims to develop the student's autonomy. As the bachelor’s degree in LEANI is a diverse course, composed by five learning cores, its pedagogical project suggests an inter and multidisciplinary training, thus it requires an approach that does not value only the business area. Therefore, the general aim of the research is to develop a pedagogical proposal for the teaching of English language at LEANI course from the data collection of the needs of students and the course, based on: i) the assumptions of LinFE teaching, and ii) the search for autonomy, with the student as the center of the teaching and learning process in order to enable them to different contexts. From the methodological point of view, this research adopts a qualitative approach, which is part of action research. The research presents four stages: analysis of the teaching material of the course, workshop planning, LEANI in Action workshop, and reflection. Data were collected through questionnaires for research students and for students participating in the workshop; interviews with professors, graduates and a professional of a public institution; and through the research journals of the team involved in the research. For the analysis of the results, the theoretical-methodological model of Bortoni-Ricardo (2008) – analysis by assertions – was adopted. The results suggest that the pedagogical proposal on English language teaching applied in the workshop better meets the needs of the LEANI bachelor's degree because it is based on the approach of LSP, taking into account the needs of the students and the course, based on the construction of knowledge and collaboration in the search for autonomy.