O ensino de língua inglesa nas séries iniciais em uma escola municipal de Presidente Figueiredo: estratégias e metodologias em prol do desenvolvimento sociocultural e cognitivo

Abstract

This work is the result of research that addresses the teaching of English in the early grades, specifically in a municipal school in Presidente Figueiredo – AM, through an experience report that highlights the strategies, methodologies, and didactic practices used. Its general objective was to reflect on the contribution of English language teaching to the cognitive and sociocultural development of elementary school students, based on the author's experience in a municipal institution in the aforementioned municipality and theoretically supported by authors such as Krashen (1983), Penfield and Roberts (1959), Vygotsky (1991), Quevedo-Camargo & Tonelli (2024), as well as the Brazilian National Common Curriculum Base - BNCC (2018). Considering a descriptive and analytical methodology, the specific objectives included the analysis of strategies, methodologies, and teaching practices applied to the teaching of English at this level of schooling and sought to answer the central question: What are the contributions of English language teaching to the cognitive, social, and cultural development of students in the early grades? The observed results—such as the students' spontaneous engagement, the development of oral and written skills, the expansion of communicative competencies, and the valuing of empathy and belonging to a group—reinforce the social and pedagogical relevance of English teaching in the early grades. Keywords: English language teaching; early grades; experience report; cognitive and sociocultural development.