Desafios e possibilidades no ensino de língua inglesa no ensino fundamental II: relato de experiência de um professor da rede pública de ensino em Presidente Figueiredo (AM)

Abstract

This paper presents an experience report that aims to identify the challenges and possibilities in the English language teaching-learning process in lower secondary education (6th to 9th grades), based on teaching practice carried out in a public state school in Presidente Figueiredo, Amazonas, Brazil. The study adopts a qualitative approach and is grounded in classroom observations conducted during the Supervised Internship I, between February and March 2025. Data analysis was based on teaching practices, methodologies employed, instructional resources, and students’ participation. The findings reveal significant challenges, such as large class sizes, bad time management, structural constraints, lack of curricular continuity, and the gap between the prescribed curriculum and the curriculum enacted in practice. However, the study also highlights pedagogical possibilities, including the use of playful activities, basic technological resources, contextualized practices, and multiliteracies approaches, which fostered greater student engagement and meaningful learning. The study concludes that, despite the limitations of the public school context, reflective and creative teaching practices can help overcome challenges and promote the development of students’ linguistic competencies, emphasizing the importance of continuous teacher education and contextualized pedagogical practices. Keywords: learning; English Language teaching; public school; Lower Secondary Education; literacy.