Educação linguística de inglês com o uso de metodologias ativas: a construção do conhecimento a partir da leitura da obra “Wonder” de R. J. Palacio em uma escola pública

Abstract

This research´s theme is English Linguistic Education and the construction of knowledge with the use of active methodologies based on reading the literary work Wonder, by R. J. Palacio in a public school. The difficulties presented by public school students in English language classes, with outdated teaching methods, support the research problem: “How the application of active methodologies in basic education can contribute to the reading of literary works, with the aim of enabling more meaningful learning in the English language?” Therefore, the main objective of the research was to: understand the concepts of active methodologies that seek to signal paths in the development of a meaningful and collaborative linguistic education for English language learners, capable of enabling the enrichment of the pedagogical process of teaching with students. Furthermore, the defense for a “more active” English language education is presented based on authors such as Kramsch (2012), Carl Rogers (1977) and Bacich and Moran (2015), as well as Vygotsky`s sociocultural theory (2007). The defense for an English linguistic education based on reading literary works is based on Bakhtin (2006) and Vieira (2019, 2020, 2022), among others. The methodology applied is suitable for participatory action research, with bibliographical research and development of an education product. The literary work worked on was Wonder, by R. J. Palacio, followed by the film Wonder (Extraordinary), from 2017, with a proposal for English linguistic education through active methodologies, more specifically the strategies: spiral learning, station rotation and use of audiovisual. And secondary: apply some strategies from active methodologies in reading and understanding the literary book Wonder, by R. J. Palacio, and develop a didactic sequence, based on the application of acquired knowledge, to inspire teachers of English as an additional language in reading classes and textual interpretation. The theoretical basic is based on the reflection proposed by authors such as Teixeira (1956, 1971), Libâneo (1990), Freire (1996), Dewey (1979) and others, on the pedagogical process in traditional teaching-learning and the need to other an education based on social transformation. The education product – whose title is “The reading of literary works based on the application of strategies and activities of active methodologies in English classes: concepts and practices” –, the result of research developed during the Professional Master`s Degree in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/UFG, is a didactic sequence, developed and applied in a public school, in the city of Aparecida de Goiânia, in 2023, with 2nd grade high school students. The result suggests that the use of active methodologies in basic education for English linguistic education based on reading literary works proved to be fruitful in the sense that it met the students` interests in terms of the pedagogical resources used. Furthermore, valuing students` previous knowledge and experiences made the process of English language education meaningful for them. The adoption of collaboration to carry out the proposed activities enable students to overcome their fears, anxieties and insecurities and thus, be motivated to invest in knowledge of the additional language being studied and in reading a literary work.