Transgressão e mudança de um currículo inexistente para ensino de línguas adicionais para crianças

Mariana Guedes Seccato

doi:10.22481/praxisedu.v17i47.8608

Authors

Mariana Guedes Seccato Universidade Estadual de Londrina - Brasil https://orcid.org/0000-0002-7062-464X

DOI:

https://doi.org/10.22481/praxisedu.v17i47.8608

Keywords:

Additional Languages, Children, Curriculum

Abstract

The main objective of this text is to reflect about the development of guidelines for the teaching of additional languages in the first years of Brazilian elementary education. Currently, consolidated national guidelines for the teaching of other languages exist from the 6th year of elementary school. The main attention in the reflections brought here points to the need to think about curricula, syllabus and guidelines that are based on the principles of linguistic and pedagogical responsibility. To do so, I use theoretical assumptions from Freire's Oppressed Pedagogy to support the fact that the elaboration of any direction in the educational field must guarantee equal opportunities. Thus reducing the possibilities of oppressive relationships that cancel positions, views and actions within schools. I approach the association between language and belonging to the world as a prescription for considering diversity and understanding what is different, attributing to the school curriculum the responsibility to discuss the right of all to learn in contextualized situations.

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Author Biography

Mariana Guedes Seccato, Universidade Estadual de Londrina - Brasil

Pós-doutoranda em Estudos da Linguagem – UEL; Professora de Língua Inglesa no Colégio Celtas de Votuporanga – SP; Membro do Grupo de Pesquisa FELICE: Formação de Professores e ensino de línguas para crianças; Membro do Grupo de Pesquisa GIEL: Grupo Interdisciplinar de Estudos da Linguagem.

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