Ensino de inglês para educação de jovens e adultos: as expectativas de aprendizagem numa escola pública do município de São Paulo

Abstract

The objective of this research is to investigate the English Language learning expectations of students in the final phase of Young and Adult Education (EJA). The investigation was conducted by the teacher with 28 students of the final stage of adult education at a public school in São Paulo. Data were collected from February to March 2014 by a questionnaire prepared by Ramos (1998). The teaching-learning expectations were based on needs analysis theory (Hutchinson and Waters 1987, Dudley Evans and St. John 1998), felt needs and perceived needs by Berwick(1989) and Long (2005). It also focuses on the Curricula Guidelines (São Paulo, 2008), for the foreign language teaching in São Paulo, and the Curricula Proposal for Young and Adult Education (Brazil, 2002), the history and concept of Young and Adult Education (EJA) according to the National Institute of Educational Studies and Research. The results revealed that participants' expectations about the English teaching-learning process are their wants regarding the teaching of this language in the adult education sector. The data also contributed to different levels of reflection, which resulted in awareness by the teacher that led to the (re) construction of pedagogical action made by me, their teacher and researcher of this study.