Como começar a preparar os alunos da 5ª série (6º ano) para se comunicar em inglês durante as Olimpíadas de 2016?

Abstract

The objective of this study is to demonstrate whether it is possible for a public school teacher from São Paulo, SP, to prepare the student to communicate in English inside and outside the classroom. This research is based on the discursive engagement, according to the theoretical and methodological aspects of interaction, VYGOTSKY (1934,1984), the concept of the students’ needs and wants, HUTCHINSON & WATERS (1987) and the principals of autonomy, Freire (1996), aiming at reflecting and planning the syllabus for English classes in Public Schools. This work took place in the teacher-researcher’s classroom with 25 students, although the simulated interaction situations were focused on 15 participants who always worked in pairs. These students were attending the 5th grade (6th year) of the Public Elementary School in São Paulo, SP. The collection of data was conducted in the second half of 2012 through posters, a reflective questionnaire, the production of a situation of interaction and learning reports made by the students, as well as a reflective diary written by the teacher- researcher. As far as the learning is concerned, it was expected that the practice of a day-today situation would enable the students to develop some significant learning. There was also the expectation that the results could prove to the students that this type of activity would promote their autonomy, so that they could act and react in a real situation. At the end, after the implementation of the theoretical and practical concepts above and the analysis of the data collection instruments it was concluded that these students overcame the challenges presented and became more engaged and able to act in the social world. It was also proved that the teacher plays an important role in the classroom and, thus, may encourage or discourage the student in learning a Foreign Language