A proposta de ensino bilíngue de língua inglesa em uma escola de ensino fundamental I de Teresina: fato ou fake? – uma reflexão a partir da análise do material didático utilizado em sala de aula

Abstract

With the creation of the guidelines and basic laws, in 1996, there was a need of introducing a foreign language in elementary school. Therefore, English started to be part of the private and public elementary schools’ curriculum, since the importance of this language in citizen’s life. With the Common National Curriculum Base (CNCB) the English Language begins the status of lingua franca, and for that, advocate the teaching based on the four abilities development in order to make the Brazilian’s students in English Language speakers. This work main goal is to analyze the didactic material in a particular elementary private school, in Teresina, that is self-styled as a Bilingual school. In order to check if the didactic material adopted by the school effectively supply the English language teaching proposed by socio interactionist approach, basing in the studies of authors as Vygotsky (1999), Schütz (2018), Moura (2018), and many others. This is bibliography research, descriptive–analytical type and qualitative approach, being held by means of analyses of 13 extracts of the English didactic books from 1st to 5th grade, adopted by a Bilingual school of the city of Teresina. It was verified that as of the analyses of the didactic material ,that the English language teaching to the children from the grades analyzed needs to be more effective to take full advantage of the advantages of the bilingual education, since the material doesn’t use the bilingual strategies to teach, being still based on structuralist model of repetition to the detriment of linguistic interaction and its use in real communication that provided the acquisition and development of fluency in the English language. Keywords: Didactic material. Bilingual teaching. Socio interactionist.