Resistência à aprendizagem do inglês: um estudo sobre uma classe da E.J.A

Abstract

This monograph is the result of a case study on resistance in learning English, specifying one of the rooms where I taught my classes, and aims to investigate the possible causes of resistance to learning English in public schools, particularly in education for youth and adults, EJA now. The study considers historical, social and political factors of EJA. We seek to understand whether such factors can interfere with the educational process, leading to the resistance of students to learn English or to self-exclusion. This research is also intended to identify some representations of students about learning English, such as the view that learning English is directly related to a privilege of higher classes, the most developed countries of culture, the ruling classes would be entitled to learning, since there is a comparison among people culturally rich and developed with those that are in development such as Brazil or if indeed the students' self-esteem is low. Through a qualitative research methodology, I attempt to study the views students have on learning English in public school and in a way, the views of the community in which it operates, if the student knows what and why, learn English part of the school curriculum. I seek to determine whether the national curriculum guidelines for the EJA will meet the interests and desires of these students, if there is compliance with their needs as learners of a foreign language. The research context for this study included 33 third -year students at high school (2011), whose ages rom 19 to 60 years, and a teacher-researcher. Analyses of data from interviews and questionnaires answered by students, who I have followed for about two years, indicated that EJA students yearn for English classes that make a difference in their social life, and showed a certain duality in learners´ attitude toward the tasks. Furthermore, results pointed out some actions to be proposed for a review of EJA, leading to a more appropriate curriculum for these students