| Popis: |
The teaching of English (EL) in many public schools in Paraná, especially in the cities of metropolitan regions, is included in the curriculum of basic education from the 6th year of elementary school, as a required subject. It is also observed that literate practices disregard the social discursive practices that interfere in the construction of discourses. Therefore, this research aimed to analyze the teaching proposals contained in the didactic material of the 6th year of elementary school, used to support the learning of foreign language (LE) in the public school context. Through a documentary analysis of a qualitative research, it was observed a cut of 6-year textbook (DL) of English Language (LI), proposed by the authors of the textbook Way to English for Brazilian Learners, by C. de P. Franco and K. Tavares – 2015, in order to verify if sequences didactics are proposed by the literacy, and, to what extent, it favors the construction of the social identities present in the discursive enunciations. The didactics of the observed unit proposes a work of developing linguistic and discursive abilities in a way that favors the use of LI in different situations, directing the students to recognize that texts are representations and social constructions. It is up to the teacher to seek to know better the literate practices and then (re) direct its methodology in order to signify the learning |
