Ensino de Língua Inglesa e Desenvolvimento Humano

da obrigatoriedade ao direito de aprender

Abstract

Despite the mandatory teaching of English Language (IL) in Brazilian schools, Brazil is among the countries with the lowest levels of proficiency in this language. In this sense, understanding the dynamics that underpin this scenario can provide the design of strategies and didactic-methodological proposals to address this scenario, especially considering that learning a foreign language can contribute to the development of individuals. Thus, from a theoretical review and based on Applied Linguistics and Cultural-Historical Theory, this article aims to discuss the issue of learning LI in Brazilian schooling and its role as a structuring element for human development. In this sense, among the aspects that touch the problem, it is highlighted the fragmented teaching and disconnected from the students' materiality, the mistaken understandings about the teaching of LI in school, and the difficulties of didactic orientation of this learning with a focus on social practices. It points, however, contributions of a pedagogical work guided by scientific literacy, which links the appropriation of knowledge to social and intellectual use. Thus, given the proposed debate and the search for real productions of LI by students, it is expected to contribute to discussions that consider the various fronts of impact on foreign language learning, especially to consolidate proposals for teaching and learning that contribute to the confrontation of inequalities and the right to full schooling.