Ensino de Inglês Instrumental no contexto da Educação Profissional e Tecnológica: princípios norteadores e práticas educativas

Abstract

This master's thesis, which is the result of a research developed in the Professional Master's Program in Professional and Technological Education (ProfEPT), studied the proposal and practice of English for Specific Purpose courses in subsequent vocational courses of the Federal Institute of Education, Science and Technology of Pernambuco and their relationship with the theoretical assumptions of the Approach to Teaching English for Specific Purpose (ESP) and the Vocational and Technological Education (EPT), focusing on student’s needs analysis and educational practices for emancipation. This research aimed to understand the relation between the teaching practices in ESP courses in subsequent vocational courses, the theoretical assumptions of the Approach to Teaching English for Specific Purpose and the conceptual and legal basis of EPT. For the development of the research, which has a qualitative approach with exploratory and descriptive characteristics, a documental research was carried out divided in two phases: the first one examined the relations between the program of an ESP course and the principles mentioned in the Pedagogical Project of the Vocational Course, in the Pedagogical Political Project of the Institution, and in the National Curriculum Guidelines for Secondary Vocational and Technological Education; the second one verified, in the programs of the ESP courses in subsequent vocational courses of IFPE, whether there is a focus on reading skills and a suggestion to analyze the students' needs. Afterwards, a questionnaire was applied with ESP teachers in order to understand their perception about that subject and about the use of needs analysis as a tool for designing the syllabus. The analytical procedures were based on the thematic content analysis, proposed by Bardin (2011). Then, the results were socialized through an educational product, typified as textual material (CAPES 2013), presented as an information booklet, with the participants, who evaluated the product in a questionnaire. Among other results discussed, we highlight that analyzing the students’ needs may be a possible way to bring the teaching practice in the ESP courses closer to the conceptual and legal bases of EPT and the theoretical assumptions of the Approach to Teaching English for Specific Purpose.