Reflexão sobre a prática: o uso de recursos tecnológicos no ensino da língua inglesa para alunos do ciclo interdisciplinar e autoral

Abstract

This paper aims to reflect upon teacher’s actions that will help develop kids’ English proficiency since their primary school years. The theoretical reference that supports the present study is based on studies about reflection upon teacher´s action, with special attention to teaching kids English, also considering the Brazilian public context. Besides the authors that discusses the importance of teacher´s reflection such as Hutchinson and Waters (1987), Freire (1996), Perrenoud, (2002), Liberali (2008), Wiggins & McTighe (2012), this study also considers the Brazilian National Parameters for Language Teaching (Parâmetros Curriculares Nacionais de Língua Estrangeira - Brasil, 1998), Integrated Primary Municipal Curriculum (São Paulo, SME 2015) and Learning rights (Direitos de Aprendizagem no Ciclo Interdisciplinar e Autoral - São Paulo, SME/COPED, 2016). To contribute to the reflection of teaching kids English this study is based on Brown (2007), Rocha, Tonelli and Silva (2010), Rocha (2010), Shin (2014) among others. The results have shown that needs analysis and teaching resources can contribute and facilitate teacher´s practice that will enhance student´s English performance during their school life.