A pedagogia com base em gêneros da Escola de Sidney no ensino médio técnico integrado brasileiro: uma proposta para o ensino de língua inglesa

Abstract

This doctoral research aims to propose ways of adapting the Sydney School Genrebased Pedagogy (SSGP) to the context of Technical Integrated Courses offered by IFRN regarding their English Language subjects. For this reason, the work is anchored in the studies derived from that pedagogy (MARTIN; ROSE, 2007; 2008; ROSE; MARTIN, 2012; ROSE, 2015b; 2017a; 2017b), and, consequently, the concepts from Systemic Functional Linguistics (HALLIDAY, 1978; 1993;1994; HALLIDAY; MATTHIESSEN, 2014). This study also consists of a qualitative documental and bibliographical research (NUNAN, 2008; MENEZES ET AL., 2019). The proposal of this work involves the identification of the textual genres pointed out by official documents for Brazilian education such as the National Common Curricular Base (BNCC) and the Brazilian High School National Exam (ENEM), which are guiding documents, especially in terms of High School education. Besides, the official discipline-orienting document from IFRN, the Working Plan for the High School subjects (PTDEM), was also analyzed in that sense. The following steps were to adapt the identified genres to the English curricular programs in the IFRN integrated courses, and also suggest ways of working with the SSGP while considering the technological axes of the given courses. In this regard, the results show that the textual genres mentioned in the analyzed documents may be associated to the genre families proposed by Rose and Martin (2012), and to new families (expressions and poetry), in addition to the textual genres categorized in this study as fluid. Subsequently, we proposed reorganizing the contents from the English disciplines into socio-communicative functions which were, then, linked to related genres. Finally, we suggested strategies to ally both SSGP, and the English curricular programs to the courses’ technological axes. Such suggestions involved a previous needs analysis of students and teachers, an analysis of the didactic materials from technical disciplines, and the use of textual genres considered relevant to the professional and technical market in a general sense, such as manuals, curriculum vitae, and job interview.