#From Maré to the world: um olhar crítico sobre as percepções de professores de uma escola pública bilíngue do município do Rio de Janeiro sobre o uso da abordagem Content and Language Integrated Learning (CLIL)

Abstract

The objective of this research is to reflect on the perceptions of teachers working in the Bilingual Program of the Municipal Department of Education of Rio de Janeiro at the Integrated Center for Public Education (CIEP) Augusto Pinheiro de Carvalho about the CLIL approach. This study, whose methodology is qualitative, is based on the perspective of authors such as Bentley (2010), Cardoso et al. (2018), García et al. (2014), Hamers et al. (2000), Marsh et al. (2010), Megale (2019, 2020) and Vygotsky (1991) to encompass concepts related to English language teaching in the elementary school, bilingualism, bilingual education and Content and Language Integrated Learning (CLIL). This action research (THIOLLENT, 2011; GIL, 2002) intends to verify the relevance of the CLIL approach for a bilingual education context, through the experiences of the teaching staff and management team of the unit, which in a pioneering way, has been implementing such an approach since 2020. For the construction of this research corpus, an online questionnaire was used, which was sent to all teachers and management team of the school unit, as well as semi-structured interviews based on the model of Daher (1998), which were conducted in person and directed to the team of English language teachers. For data analysis, the perspective of Bortoni-Ricardo (2008) was considered since it is intended to establish links between the records and the assertions based on the research objectives. From the data generation, it is intended to verify whether the CLIL approach can be considered an enriching tool in the teaching-learning process of an additional language in the context of bilingual public education, as well as to contribute to the construction of methodological knowledge that helps the teaching practice of additional language teachers, who work in a bilingual teaching modality