Práticas pedagógicas no processo de alfabetização em contexto de educação bilíngue

Abstract

There are many challenges faced by schools which provide bilingual curricula, since the initial implantation to the moments of practice evaluations (Megale; Liberali, 2016). Furthermore, considering the Brazilian scenario, where we can find intensive growth of the bilingual curricula in educational institutions, in accordance with, so far, the lack of validation of a regiment for this educational category. How classes are organized and led by teachers is one of the factors which requires reflection by teachers and schools. In schools where the bilingual education takes place in groups through literacy learning process, at times there are debates about who the literacy teacher must be, if the child can be in a literacy process in two languages and what are the impacts (positive and negative), when the literacy process in a second language should begin, among many others. From a position of teaching in a school with bilingual curricula (Portuguese and English) and research in Applied Linguistics in the field of bilingual education, the emphasis of this project are the literacy practices in a school with bilingual education classes from Preschool to Elementary school. The purpose of this research is to identify and analyze how the School Crescer structures its bilingual education, especially in the initial stage of literacy. The data presented were generated from recordings of classes, by the bilingual teacher and the full time teacher, 1st grade class, during the second semester of 2022. Supported by the data and analysis, we were able to observe distinctions in the teachers' understanding with regard to literacy practices in both languages, Portuguese and English, the former being geared towards literacy and the latter oriented towards the teaching of the English language. Thus, based on these analyzes and on the studies for the elaboration of this research, we share an example of the author's pedagogical redirection involving her own pedagogical practices in a bilingual education scenario.