As Diretrizes Curriculares Estaduais e a sala de aula de língua inglesa (original) (raw)

This research investigated the perceptions (points of view) of 24 teachers who work or have worked in public schools in the state of Paraná, Brazil. Their opinions about the Official Guidelines for the Modern Foreign Language Teaching Curriculum and other English teaching practices were investigated. Initially, interviews and a focal group were organized in order to collect the Concourse of Ideas. A sample of more than 160 statements was extracted, and 48 items were selected to compose the official Q-sample. Then, 30 teachers were invited to participate in the Q-sorting, they ranked the statements they would most agree or most disagree with. The statistical and factorial analyses were made using the free software PQ Method 2.11 which revealed four different factors (excluding six respondents). Factor 1, with eleven participants, was named Confiantes, because they believe in the current system for teaching English, which priorizes the teaching of textual genres. Factor 2, with four participants, was named Gramáticas do Texto, because they also priorize the text as the main teaching object, although they suggest the importance of teaching grammar in order to facilitate reading comprehension. Factor 3, with three participants, was named Desbravadoras. This Factor consists only of women who are beginners in their teaching career. They are disappointed to the current educational system and they seem to be worried about the emphasis in the academic community on grades. As those participants of Factors 1 and 2, Factor 3 believes the best way to teach English is through the studies of text. Finally, Factor 4, with six participants, was named Críticos. This Factor revealed critical perceptions about the State Guidelines and the teaching of English in the public schools. Even though the participants in Factor 4 agree that the use of textual genres can lead to successful English learning, they are concerned with teacher preparation and the importance of teaching grammar. Some consensus emerged: the non-appreciation of writing activities, the rejection of translation activities and indifference to video activities.