Ensino de língua inglesa nas séries iniciais: um estudo de caso em Goiânia

Abstract

The teaching of foreign languages constitutes a journey intrinsically intertwined with the methods and approaches adopted over the years. Since the early research focused on language education, the relentless pursuit of effectiveness and the need to adapt to different educational realities have shaped the way foreign languages are taught. The intimate relationship between classroom practices and the various methodologies employed not only reflects the dynamics of the learning process but also mirrors the social, technological, and cultural transformations that permeate society. The textbook, in turn, accompanies both the student and the teacher's journey as a complementary tool in the teaching-learning dialectic. In this direction, the present study aims to elaborate on the concept of method/approach in English language teaching, identifying its presence in the respective units of the Brick-by-Brick didactic material by authors Hilani Mercadante and Viviane Kirmeliene, published by Standfor/FTD, adopted by Colégio André Luíz in the city of Goiânia. To achieve this, a qualitative research approach was chosen, drawing on the theoretical framework of scholars such as Amaral (2014), Brown (2000), Richard and Rodgers (1986), among others with extensive experience in language teaching approaches/methods and publications focused on working with textbooks.