Pibid and its contributions to english language teaching: application of ludic activities associated with the culture of peace, solidarity and social justice

Abstract

This article aims to evidence the relevance of Pibid, Institutional Scholarship Program for Teaching Initiation, in teacher training, as well as the role of education in building a more just and supportive society. This is an experience report about two workshops with playful activities developed by Pibid scholarship holders, in a public school in Viçosa, Minas Gerais. The theoretical contributions used to support the discussions related to the teaching of the English language, the role of the school in society and the importance of playful methodologies were Baladeli (2016), Barcelos (2011), Davis et al (2013), Dupret (2002), Estêvão (2016), Garcia (2018), Marzari (2020), Miccoli (2016), Rocha (2015), Santos (2019) and Tavares and Barreiro (2017). Through this report, reflections will be presented on the teacher's need to know how to construct their didactics to promote a critical education that go towards social justice. In addition, will be shared experiences that show that the use of playfulness in English classes can achieve a much more effective teaching, since this distances itself from traditional teaching, which is considered boring and discouraging by many students.