Livros importados de língua inglesa usados por alunos brasileiros: princípios condizentes com a base nacional comum curricular (BNCC) e o uso do inglês como língua franca (ILF)?

Abstract

he teaching of the English language in Brazil has traditionally followed the North American and/or British learning culture patterns. As of 2017, the National Common Curricular Base (NCCB) was approved to guide Brazilian basic education and, in the case of the English language, its teaching must follow the teaching of English as a lingua franca approach. It is important that the teaching materials consider inter and multicultural aspects during the language teaching and learning process. This research aimed to investigate the occurrence of concepts inherent to the National Common Curricular Base (NCCB) and the use of English as a lingua franca in imported textbooks. The national cultural representations and those of other nations in images, texts and audios were examined, as well as the adequacy of these materials for Brazilian basic education students, with reference to the NCCB in two imported textbooks for teaching the English language. A documentary research was carried out in such books, one for beginners and the other for advanced learners, with scientific content analysis through a qualitative approach. For data triangulation, the document referring to the NCCB, scientific papers and books were used to corroborate the information obtained. In summary, the results of the analyzes showed that the textual production and discursive activities meet the guidelines established in the NCCB and aspects of the use of English as a lingua franca for English language classes for Brazilian students in basic education. However, Brazilian cultural aspects were not considered in the analyzed materials, and sociocultural representations of countries that created the English language standards were observed, with emphasis on the United States of America. Discussions about interculturality were present, mainly in discursive and reading activities, however, superficially considering the didactic activities proposed in the books. In conclusion, the books in question, in view of the established objectives, are partially adequate for the Brazilian student, considering the ELF approach. Nevertheless, these didactic materials can be perfectly customized by the teacher to meet the Brazilian reality, and not just the NCBB and the Brazilian basic education students, mainly public education.