Narrativas de uma professora de língua inglesa de uma escola técnica mediante as adaptações para BNCC

Abstract

This autobiographical research, grounded within the field of “Public Policies in Education, Training Processes, and Teaching Practices,”. The research employs a qualitative, exploratory, and interpretative approach to analyze the trajectory of an English teacher in a state technical school. The study investigates the adaptation of the curricular framework by the teacher-researcher, with a view to reconciling the requirements of vocational courses with the competencies set out in by the Brazilian National Common Core Curriculum (BNCC). The objective is to understand changes in teaching practices and their impact on student learning. The adaptation of curricula in technical education requires methodologies that integrate English into students’ professional contexts. The present study investigates the strategies employed to alignment of instructional methods with contemporary demands. The methodological approach is founded on the analysis of pedagogical documents, including course plans and teaching plans in conjunction with personal records, such as class diaries and correspondence. These records serve to substantiate the construction of a narrative that elucidates the challenges, tensions, and achievements encountered during the implementation of the curriculum. The findings indicate substantial enhancements in student engagement, notably in technology-mediated activities and interdisciplinary projects, manifesting as increased oral proficiency, expanded lexical repertoire, and greater autonomy in utilizing digital tools. The enhancement of motivation and development of more confident linguistic identities were found to be two key benefits of text-based practices. Nevertheless, persistent challenges were demonstrated, including limited class time, heterogeneous ability levels, and emotional barriers related to oral communication. The study proposes pathways for other educators to adapt English teaching to technical education contexts, promoting holistic development and expanding students’ academic and professional opportunities.