Atividades didáticas com base nos conhecimentos prévios dos alunos do 8º. ano do Ensino Fundamental II de uma escola pública

Abstract

The general objective of this study is to reflect upon the teacher’s actions on customizing some activities in the English textbook of the 8th grade of Fundamental II in a Public School. More specifically, by starting from the student’s previous knowledge on the subject matter to be covered and from the vocabulary introduced in the class content, this study aims at investigating on how it may be possible: (1) for the teacher to implement changes without dichotomizing the student’s context activities; (2) for the teacher to change her classroom practice; and (3), for the students to perceive, through language in use, forms of social interaction in order to build paths towards criticism and autonomy. Hence, within this active process, ten classes given by the teacher-researcher in which textbook activities are adapted according to the students’ previous knowledge are interpreted. The study, under an interpretive methodological stance, is done via action-research, based on the performance of one English Language teacher in the Public School. From a theoretical standpoint, this research is based on Freire (2011; 2014), Rojo (2005), Liberali (2009), Minayo (1993), among others. As outcomes of this research, we have the teacherresearcher’s reflections in successfully customizing the material and applying it in the teachinglearning process developed