Oficinas de inglês na educação infantil da rede pública: experiências lúdicas

Abstract

This article presents didactic-pedagogical experiences aimed at the playful teaching of the English language in early childhood education. The workshops described in this work were developed in a public school in Belo Horizonte, with children from 4 to 5 years old. As a theoretical-methodological contribution to the activities, we used: (a) cognitive theories, which include symbolic reasoning and language acquisition in the language teaching- learning process; and (b) the stages of cognitive-emotional development, theorized by Jean Piaget and Lev Vygotsky. For the authors, language acquisition is the result of practice and habit formation; this process happens when children imitate the sounds they hear, interact with objects/images and receive positive reinforcement. Therefore, it is important that students are encouraged to procedurally use the English language in their daily lives.