A disciplina Inglês no Ensino Médio Técnico Integrado do IFBA: um estudo de caso

Abstract

The present research aimed to investigate the teaching of English in a secondary technician school at the Federal Institute of Bahia (IFBA) and thus, to promote reflection and deepening in English language teaching in this Educational Institution. To this end, the work was done permeating three stages: the first focused to examine English discipline programs in the Course Pedagogical Project (PPC) of Technical Courses integrated to Secondary School of the institution. Thus, it was possible to understand that the English language teaching is structured in Instrumental Approach. Then, the study discusses the foreign language teaching in Brazil and IFBA through the official documents, such as the PCN - National Curriculum Parameters and OCEM - Curriculum Guidelines for Secondary Education, on Secondary School in Brazil, as well as the assumptions of Instrumental Approach, as ESP - English for Specific Purposes became known in Brazil. Finally, the study investigated the English teachers teaching approaches from nine campuses of IFBA, coming to the conclusion that the surveyed teachers, in general, use or have used the instrumental approach and that there are differences between the views of teachers and the ESP theoretical assumptions regarding the nature of the approach, the teacher's role, the role of teaching materials and how the needs of learners are met. Based on the studies carried on, it is paramount, in this regard, that teachers keep the process of continuous training and deepen the considerations on the teaching of English at IFBA in order to make the process of teaching/learning meet the needs of the students and teachers in the institution.