Desafios enfrentados no ensino de língua Inglesa em escolas públicas do ensino básico: um relato de experiência na residência pedagógica.

Abstract

This work is situated in the field of Applied Linguistics and aims to demonstrate how the experience as a Resident Scholar in the Programa Residência Pedagógica (PRP) contributes to critical, reflective, and ethical thinking about the challenges faced by English Language teachers in their initial training phase in public basic education schools. Employing a qualitative, bibliographic, and exploratory approach, grounded in Vygotsky's (1978) perspective of socially mediated learning, this study is characterized as a case study conducted within the context of the PRP. The research investigated the pedagogical practices of residents, focusing on innovative methodologies, the use of digital technologies, and alignment with the guidelines of the Brazilian Common National Curriculum Base (BNCC). Based on theoretical references from authors such as Freire, Kress, and Silva, the study analyzed the challenges of the school environment, including the lack of resources and students' socio-emotional demands, highlighting the teacher's role as a knowledge mediator. The results revealed that the PRP fosters the integration of theory and practice, promotes the development of pedagogical and intercultural competencies, and encourages inclusive and meaningful practices in English teaching.