Aprendizagem de língua inglesa na escola pública: is it possible?

Abstract

This article discusses English language learning in public schools. Among the many difficulties that permeate this scenario, we sought to understand the root of the discourse of failure and its due consequences in order to answer why public High School students spend, on average, 5 to 7 years studying the language, but, when they graduate, they are not fluent in it at all. In view of that, this work lives up to expectations of positive changes .in this discouraging scenario stimulating oral development, based on a literature review on the teaching-learning process of the English language since its insertion in the Brazilian educational curriculum to the present day. The theoretical framework was supported by studies on negative beliefs and attitudes (Anjos, 2019; Anjos and Siqueira, 2012; Barcelos, 2011; Coelho, 2005), to the historical context of teaching and the English language in Brazil (Santos, Oliveira and Souza, 2019; Santos, 2011), public language education (David, 2016; Leffa, 2011; Lima, 2011; Oliveira, 2011; Paiva, 2003) and oral development, elementary education and Language courses (Trevisol, Santos and Alves, 2014; Tsutya, 2013; Miccoli, 2011; Silva, 2011). It was found that learning English in public school can become a reality.