As novas bases do ensino de língua inglesa para a educação básica brasileira: entre críticas e crenças.

Abstract

This work’s main purpose is, departing from a critical reading of the Base Nacional Comum Curricular (BNCC), to describe and analyze the beliefs of English language teachers in Elementary and High School in the state education system of Bahia, Brazil, given the new concepts included in BNCC during its implementation in 2019 and 2020 school years. Therefore, this qualitative research, in an (auto)ethnographic perspective, was based on the interpretation of official documents that guide the English teaching in Brazil: LDB (1996), PCN (1999, 2000), among others, with emphasis on BNCC and its appropriation by teachers and how it is influencing their beliefs. BNCC applies a formative character to the teaching of English language curricular component, attributed to three implications: lingua franca, multiliteracies and teaching approaches, in which the intercultural dimension is an innovation. These implications are discussed based on relevant studies in the area of each designation lingua franca (GIMENEZ, 2015; SCHMITZ, 2004; DUBOC, 2019, MAURANEN, 2018, SIQUEIRA, 2017, 2018), multiliteracies (SOARES, 2004; KLEIMAN, 1995; STREET, 2014) and interculturality (MENDES, 2008; WALSH, 2010; OLIVEIRA; CANDAU, 2010), among others. The data generated from the questionnaires application to undergraduates and recent graduates of the Language course at UFBA and teachers from the state school system in the city of Alagoinhas, BA, are analyzed and discussed, generating inferences about the relationship among the implementation of BNCC, the appropriation of this document by the teachers and their beliefs (BARCELOS, 2006) about lingua franca, multiliteracies and interculturality. With the intention of assisting in the adaptation of English language curricular component to the new curricular proposal guided by the BNCC, I argue that the appropriation of the BNCC text and its critical reading should be the first steps towards the promotion of a more critical and conscious pedagogical practice, complemented by critical, wide and quality initial or additional pedagogical formation.