Questão 2036383

READ TEXT I AND ANSWER QUESTIONS 41 TO 48:

TEXT I

English Language Teaching in Brazil: A Gap in Policy, Problems in Practice

[…]

Both PCN-EF (Brazil, 1998) and PCN-EM (Brazil, 2000) present

progressive ideas about how a foreign language should be taught

in the basic education classroom. Such ideas include a social

interactionist view of language, which aligns with contemporary

5 research in second language teaching and means a shift from the

traditional grammar-translation method largely employed in

Brazilian schools in previous decades. The Parameters also

recommend interdisciplinary work, the implementation of cross-

curricular themes, formative assessment in addition to

10 summative, a value of students’ prior knowledge and position as

critical subjects, and, thus, an approach to teaching as

negotiation that aims to educate students for the full exercise of

citizenship, which includes the notions of respect for difference

and diversity that can be promoted by the teaching and learning

15 of foreign languages. However, the Parameters fail in pointing

out the necessary conditions for this teaching and learning

process to occur. For example, they acknowledge that reading

and writing should be focused on to the detriment of listening

and speaking due to the difficulties faced by the teacher in basic

20 education (Brazil, 1998): large classrooms, lack of appropriate

resources including class and preparation time for the teacher

and opportunities for the students to be exposed to the language

outside the classroom, and, in many situations, teachers’ lack of

knowledge of the subject matter. Instead, what they should do is

25 to actively propose that a smaller number of students sit in

English classes – as it was allowed by LDB 1996 and continues to

be so by LDB 2015, that more class and preparation time be

granted the teacher, that schools have English resources that

students can access to familiarise themselves with the language,

30 and that better teacher education be implemented. When

neither PCN-EF nor PCN-EM provides solutions to the obstacles

for satisfactory ELT in basic education and yet acknowledge that

knowing a foreign language is beneficial, they are implicitly

promoting the privatisation of ELT because they are directing

35 students to private language centres (Capuani and Venera, 2016).

There are several problems with this position given that the right

to free education provided by the state is guaranteed by the

Brazilian constitution. […]

By Fernanda Batista. Published online: July 17, 2020. Available at https://www.researchgate.net/publication/343019740_English_Language _Teaching_in_Brazil_A_Gap_in_Policy_Problems_in_Practice [accessed Oct 19 2021]

The author’s point of view is that ELT in basic education should be