O ensino do inglês em uma escola pública e os seus respectivos impactos na relação entre docente e discente

Abstract

This article seeks to understand the relationships between teachers and students at a municipal school in the state of Tocantins, in the city of Palmas, where afternoon English classes were observed in four 7th grade classes. Some questions arose from these observations: What are the contributions of English classes in public schools? Can the English curriculum component interact with the social reality of 7th grade students? How can traditional teaching interact with current teaching using available technologies? Using these questions, we provided the theoretical basis for our research with some authors, such as Freire (1996); Veiga (2003); Libâneo (1990) and Gardner (2010). Furthermore, we seek to demonstrate the positive impact on learning the English language in the construction of interpersonal and affective relationships within the students' experiences, and also in the expansion of new opportunities with the change in perspective of a better future with the new knowledge learned through classes in general, and in the specifics, we are able to evaluate the evolution of the knowledge learned by students during the teaching of English language classes, participation in the engagement of the curricular component and the quality in the constructions established between teacher and student.