Educação do campo e a influência da língua inglesa: intersecções e análises das referências didáticas à luz das políticas públicas educacionais brasileiras.

Abstract

This work discusses Rural Education (EC) and its guidelines, establishing a relationship with the teaching of English Language (LI) for basic education, analyzing the presence of public educational policies for the teaching of LI and for EC in the textbook of LI. With an exploratory documentary nature, the research resorts to official documents for the teaching of English: National Curricular Parameters for Foreign Language Teaching - PCN-LE and essentially to the National Common Curricular Base - BNCC, in dialogue with the regulatory frameworks of Education do Campo, and the authors Caldart (2009), Simões and Torres (2011), and Meurer (2021), who predict a teaching that meets the specifics of the rural student. To this end, we analyzed the Peacemakers didactic collection (AMOS & CONDI, 2018) for the second cycle of Elementary School (from 6th to 9th grade), chosen by the National Book and Teaching Material Program of 2019, considering the assumptions of the BNCC for Intercultural Teaching, and authors as Rajagopalan (2003), Fleuri (2001) and Corbett (2003). The results point to the presence of the BNCC devices discussed in the course of this work, in the analyzed books, however, they need to be deepened, so that the students develop their reflective capacity on the topics raised. The contributions of this work open the way for new research in the area, which may provide directions for the formulation and use of the textbook, guiding the teaching-learning practices of IL in the various Brazilian territorial contexts.