O ensino da habilidade de fala da Língua Inglesa: possibilidades da abordagem lexical no Ensino Médio Integrado

Abstract

Reflection on practice, professional development and teaching experience help understand the importance of learning about methodological conceptions in English Language teaching. The study of these concepts contributes to the idea that teaching may have, in different contexts, different possibilities and better results. Therefore, this research aimed to understand the possibilities of teaching speaking skills through fixed and semi-fixed expressions of the Lexical Approach, as a methodological alternative for teaching English at the Integrated High School level of the Federal Institute of Education, Science and Technology of Pernambuco, according to the integrative perspectives of education, with a view to emancipation. The theoretical foundation highlighted High School and Integrated High School, with space for reflections on progressive pedagogies and traditionalism. Contributions from cultural-historical learning and a brief history of methodological concepts were presented, alongside specific concepts. The Lexical Approach, prior knowledge and the concept of social practice problematization were highlighted. Reading and speaking were confronted based on the analysis of official guidelines, and arguments about the coexistence of two “species” of English language teaching in Brazilian education were discussed. The methodology adopted had a qualitative approach and was reported in a descriptive way. Data were collected through questionnaires answered by English Language teachers at IFPE, and examined by Content Analysis by categories, according to Bardin (2016). The results show the possibility of teaching speaking skills in the context researched, in the sense of linguistic appropriation and emancipation, despite reservations regarding the large number of students per class and the limited hours. The research contributed to the socialization of knowledge through the development of an educational product in the form of a pedagogical booklet that presents the investigative process, aspects of the Lexical Approach and a proposal for a didactic sequence.