Do normativo à pluralidade: percepções de professores sobre o ensino de inglês como língua franca no contexto do Novo Ensino Médio

Abstract

In face of globalization and the increasing use of the English language (EL) by speakers all over the world, the EL has been increasingly consolidating itself as a lingua franca (LF). These dynamic challenges traditional concepts of linguistic belonging and shifts the centrality of native varieties, favoring an approach focused on intelligibility and interaction in diverse contexts, especially in social practices mediated by digital technologies. This article presents an excerpt from a master’s thesis, whose specific objective, at this moment, is to analyze perceptions of EL teachers about the teaching of EL in the perspective of LF, in the context of pilot schools of the New High School, located in the state network of Jaraguá do Sul, Santa Catarina, Brazil. The study, of qualitative, interpretative and exploratory nature, uses semi-structured interviews and discussion groups as data generation instruments. Results indicate that, although the term English as a lingua franca (ELF) is recognized by teachers, the comprehension of its meaning and pedagogical implications is still incipient, revealing a gap in teacher education. Thus, it is necessary to broaden the debate and education on ELF within the scope of public education, aiming at pedagogical practices that are more in line with contemporary communicative contexts.