Descobrindo sentidos na produção de material didático para alunos do ensino fundamental de uma escola pública no Maranhão

Abstract

This paper aims to reflect on the context of the English language classroom in a public school in the city of Balsas, located in the southern state of Maranhão, to understand the way this teaching is being developed, how it is viewed by the school, and to seek to develop actions that are motivating elements in the teaching-learning process. The choice to develop this work was because we believe that there is a need to rescue the interest of the participants from the context of the English language classroom, by developing an intrinsic motivation, with the purpose of improving the quality of the teaching of English language in the public school system. As an English-speaking teacher, I observe the widespread lack of interest in language learning, in addition to the difficulty of following the textbook proposal, as students have not consistently developed knowledge that should have been achieved in previous grades. Faced with this, we are with a two-fold urgency: to develop an interest in English language learning and to elaborate activities that actually meet the challenges of the formation in process. It is in this sense that an action research and its intervention takes place in a 9th grade class, in which I work as a teacher. We mobilize studies that address the challenges of English language teaching in basic education and present our intervention proposal. For the production of didactic material we take as base the studies also by Tomlinson (2013), Ur (2012), Leffa (2007), and others. In dealing with the inclusion of the student in the context of the English language classroom, we also use the considerations of Freire (1996) and Paiva (2009b), especially regarding to the construction of autonomy. The methodology followed the action research procedures (THIOLENT, 2011) and the application of the didactic sequence was guided by the model presented by Butler, Heslup e Kurth (2015) and implications of Dolz and Schneuwly (2004), and Hadfield and Hadfield (2009). Finally, we analyze the results achieved regarding the improvement of students' motivation in the English classes, by discussing the obtained data. The analysis and discussion of the results showed that the use of teaching support materials positively favored the learning of English, as it contributed to the participation of those involved providing situations of language use in oral and written modalities, developing students' motivation during the teaching-learning process.