Os temas transversais no ensino-aprendizagem de língua inglesa: uma prática educativa

Abstract

Learning a foreign language contributes to the educational process as a whole, going far beyond the acquisition of a set of linguistic skills. It leads to a new perception of the nature of language, increases the understanding of how language works and develops greater awareness of how one's own mother tongue works (PCNs, 1998, p.38). Teaching English meets the purpose of this research, as it proposes the observation and understanding of how the relationship between the Cross-Cutting Themes, in the specific case of this work, and the teaching-learning of the English language occurs. Amidst the explanations on the subject, learning a foreign language contributes to the development of the individual as a whole, so it is necessary to include what is in their daily lives, thus facilitating the student's performance. However, this final course work (TCC), characterized by the theme "cross-cutting themes in the teaching-learning of the English language: an educational practice", aimed to work on the importance of the theme of social culture, customs, moral beliefs, among others, in the educational context. The Proposal aims to contribute to the educational process, arousing curiosity, respect and interest in the pursuit of this knowledge. To this end, this work had the theoretical support of the National Common Curricular Base (BNCC) (2018); National Curricular Parameters (PCNs) (1997/1998); Law of Guidelines and Bases of Education (LDB) (1996); In addition to authors such as Andrade (2010), Amaral (2020), Fonseca (2002), Gomes (2012), Gil (2002), Lima (2011), Pallú (2013), Totis (1991), among others. Therefore, this study consists of a bibliographic research, with analyses and proposals that aim to contribute with suggestions for more developed and communicative English language classes, along the lines of the qualitative approach. Therefore, this work points out and defends a teaching and learning focused on the understanding and construction of social reality, cultural and racial diversity that are present as a methodological principle for curricular activities. In this way, proposing the confrontation of the student with situations and contexts that require him to express opinions, assume positions, elaborate arguments, exercise autonomy and collaboration during pedagogical activities. It is understood that in this way the school will contribute so that students can live and coexist harmoniously with the English language. Keywords: Cross-Cutting Themes; English Language Teaching and Learning; Social Culture.