Formação docente para o desenvolvimento da oralidade em língua inglesa na educação infantil em escolas públicas municipais bilíngues

Abstract

As an English language teacher for children (LIC) in the context of bilingual public schools in the municipal education network of Rio de Janeiro, and because I have a degree in Literature (UFRJ) and Pedagogy (UERJ), I realize the lack of adequate training for this new context (LIC). Based on this concern regarding the issue of teacher training and the relevance of investing in research on linguistic education in early childhood (TONELLI, 2021; 2023); the main objective of this study is to contribute to the continued training of English teachers in Early Childhood Education and the development of methodologies focused on orality in the context of bilingual schools (Portuguese/English). The theoretical foundation includes the following themes: bilingualism, bilingual education and bilingual school education (CARDOSO, 2018; GARCIA, 2009;MEGALE, 2019; MELO, 2010); oral development of children aged 4 to 6 in the context of bilingual schools (CARDOSO, 2016; ROCHA, 2007; VYGOTSKY, 1998) and training of teachers of additional languages (CELANI, 2003; LEFFA,2008;NÓVOA, 2007). The study adopts a qualitative-interpretivist approach and can be considered participatory action research (CARDOSO et al, 2019; THIOLLENT, 2018). The context of the study is the Escola Municipal Professor Affonso Várzea, one of the first bilingual public municipal schools (Portuguese/English), located in Complexo do Alemão, in the city of Rio de Janeiro. Data collection will be carried out through a field diary, class observations, narrative interviews and semi-structured interviews. All nine research participants, including the researcher, are English teachers who work with Early Childhood Education classes in bilingual schools (Portuguese/English). Based on the analysis of data obtained through assertions (BORTONI-RICARDO, 2008), it is expected to promote a reflection on the training of additional language teachers, aiming at new practices for the development of orality in English for children in bilingual schools and the review of the curriculum for Bachelor of Arts courses