O ensino de inglês em turmas numerosas: uma proposta de ensino da pronúncia em cursos técnicos de nível médio no Instituto Federal do Rio Grande do Norte

Abstract

Although we have gone through decades of progress in Brazilian education, with numerous educational reforms and the arrival of several approaches developed for education to the country, the teaching of foreign languages in the national public school seems to have remained oblivious to these advances. And in the case of English language, specifically, in more than 200 years of history of formal teaching of that language in regular school, develop-ing teaching-learning English that enables the student to interact orally in the language, has been something unattainable in practical terms, as official documents confirm. In this way, in order to enable the teaching of English in the regular classroom, in a perspective in which the student is able to use it in effective communication, we carry out this study focusing on the teaching of the English language with an emphasis on intelligible pronunciation, in a large class of the regular public school. Through the research of pedagogical intervention, bringing the discussion to the scope of Professional and Technological Education (EPT), according to the principles of the proposal for the teaching of English language at Instituto Federal do Rio Grande do Norte, we developed a proposal for the teaching of pronunciation in English language, in a regular class of the Technical Course in Computer Science, characterized as a large class. With this objective, the information about the class was collected through a questionnaire, and from the information, together with the guidelines that guide the English Language teaching at IFRN, some instruments were created, action plan and teaching plan, which associated with an oral gender chosen for the intervention - the job interview – it was possible to accomplish the research. The intervention was carried out in a class with 44 students, during 10 meetings, total 30 hours / classes. The results showed that the intervention implemented according to the teaching proposal, based on the developed instruments and the oral genre, allowed significant advances in the learning of English-speaking students, making them able to interact in the target language, intelligibly within the gender, thus constituting a valuable medium for the improvement of English learning in the large classes of public regular school.