O ensino aprendizagem de língua inglesa no 6º ano de ensino fundamental da Escola Pública Municipal Espaço Educativo Edimar Lima do Monte

Abstract

The present work is justified as a result of the observations made regarding the reading of 6th grade students in a public school, considering that a good portion of them presents difficulties. Therefore, the problematic of this research revolves around the following question: How does English language teaching and learning happen in the 6th year of elementary school at the Espaço Educativo Edmar Lima do Monte municipal public school? As an unfolding of the issue in question, the general objective was established: to understand the levels of learning achieved by students in the 6th year of elementary school at Educational Space Edmar Lima do Monte. And as specific objectives: to describe the difficulties presented by 6th grade students related to learning the English language; identify which factors interfere in the English learning of students in the researched class; analyze the methodologies used to solve the problem of learning difficulties, following an evaluation system compared to the structured questionnaires applied during this study - (due to the coronavirus pandemic, carried out online). The research subjects were students from the 6th grade of elementary school at Educational Space Edmar Lima do Monte in the city of Castelo do Piauí. The hypothesis defended is that the difficulties in the process of learning the English language of the 6th year of elementary school are due to a set of factors such as: emotional, disturbance, the student's social and family environment, inadequate methodologies in the classroom, lack of interest among others. The research methodology consists of a research with theoretical support in bibliographies, with a qualitative analysis method. Data were collected through a questionnaire applied to the English teacher and students, based on Solé's theory (1998). Authors such as: Alpha (2018), Gómez & Terán, (2009), Fonseca (2004), Goldenberg (2004), among others, constitute the theoretical framework on which this study was based. From the analysis of the collected data, it is concluded that part of the students does not build the meaning of the texts considering the verbal and non-verbal semiosis. Therefore, it is concluded that working on the theme of learning in the classroom with several individuals from different origins is something very complex, which entails multiple difficulties to be perceived and worked on by the educator. Thus, making use of different resources is what he has left to perform such an arduous task. Keywords: Process. Teaching. Learning. Language. English.