PROJECT-BASED LEARNING (PBL) IN ENGLISH LANGUAGE TEACHING AND LEARNING: A PROPOSAL FOR TEACHING IN SCHOOLS IN MATO GROSSO
Project-Based Learning, Methodology, Teaching and Learning, English Language
This study aims to present and propose a methodology for teaching English in Basic Education for state schools in the State of Mato Grosso: Project-Based Learning (PBL). Therefore, based on the historical perspective of the emergence and evolution of methods and approaches and the curriculum for teaching the English language (Richards; Rodgers, 1986, 2014; Richards, 2001; Kumaravadivelu, 2003, 2016), it dialogues with the BNCC curriculum guidelines (2017) and the DRC-MT (2018), prioritizing actions and strategies of teaching models centered on the student (Nunan, 1988). The language conception that permeates the proposal is the socio-interactionist of language (Bakhtin, 1997) and the socio-cultural of learning (Vygotsky, 2001). This is a bibliographical research that allowed us to build theoretical-methodological subsidies for the proposition of Project-Based Learning, aimed at teaching and learning the English language. As a result, the proposal suggests significant and engaging learning experiences, which encompass sociocultural, political and linguistic aspects, feasible to be carried out in public school English classrooms and that respect the socio-historical context of the students, the curriculum documents and the discussions on the development of foreign language teaching methods and approaches.