Reflexões sobre a didática para o ensino de língua inglesa no ensino fundamental II e ensino médio: um relato de experiência dos estágios I e II, pelo PARFOR Presidente Figueiredo (AM)

Abstract

This study aimed to reflect on the didactic sequence in English language teaching for middle and high school students, based on the use of the didactic sequence as a methodological tool, through an experience report developed during Supervised Internship I and II, through the National Program for Teacher Training in Basic Education (PARFOR), in the municipality of Presidente Figueiredo – AM. The research adopted a qualitative approach, of a descriptive and reflective nature, based on participant observation and the application of a didactic sequence in middle and high school classes. The research was motivated by the identification of challenges related to the limitation of teaching resources, reduced teaching hours, and students' learning difficulties. After this observation, the didactic sequence was applied, and greater student participation in the proposed activities was observed. It was also noted that there was better articulation between theory and pedagogical practice, thus concluding that the didactic sequence constitutes an effective methodological strategy for teaching English in the public school system, provided it is adapted to the school reality, contributing to more meaningful learning and to the reflective training of the teacher in the context of supervised internships. Keywords: didactic sequence; supervised internship; PARFOR.