LSF nas Ilhas Salomão: um marco para melhorar as práticas de letramento no ensino fundamental
DOI:
https://doi.org/10.17533/udea.ikala.v26n01a05Palavras-chave:
Práticas de letramento, reformas linguísticas, ensino fundamental, ciclo de ensino e aprendizagem, LSF, materiais de ensinoResumo
Avaliar e reformar o letramento na sala de aula tornou-se uma preocupação de países inteiros, especialmente os do Pacífico, onde é comum que os países promovam o letramento em inglês em contextos multilíngues. Nas Ilhas Salomão, em 2013, os maus resultados nas provas locais e regionais de letramento precipitaram uma revisão da forma em que estava sendo ensinando o inglês no ensino fundamental nesse país multilíngue. Em uma reforma posterior dos materiais de letramento empregados na aula e a subsequente capacitação de docentes, adotou-se um método baseado em princípios do campo da linguística sistêmico-funcional. Tal método usa um modelo de instrução linguística fundamentado em estratos da linguagem e na instrução explícita dentro de um ciclo de aprendizagem para apoiar a leitura e a escrita. Este artigo descreve a maneira em que se aplicaram esses princípios da lsf nos novos materiais didáticos para os primeiros anos do ensino fundamental e a formação concomitante para docentes e diretores de escolas que teve lugar entre 2014 e 2016. O artigo oferece, além disso, um modelo de reforma aplicável em outros contextos em que o desenvolvimento do letramento de um idioma diferente ao da comunidade for essencial para o sucesso escolar dos estudantes.
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