A A INTEGRAÇÃO DAS QUATRO HABILIDADES LINGUÍSTICAS NO ENSINO DE LÍNGUA INGLESA NO NIVEL FUNDAMENTAL II E A BASE NACIONAL COMUM CURRICULAR

Abstract

ABSTRACT: This article focuses on the integration of the four linguistic skills in the teaching of English in Elementary School II, seeking to understand what the National Common Curricular Base says about the integrated teaching of these language use skills. The research aims to investigate how the four language skills are taught based on the analysis of a didactic sequence applied to the 9th grade in a public school in the state of Acre. As a methodological support, the study can be classified as documentary research, of a qualitative nature, carried out in the field, since our object of investigation were teaching documents applied in the classroom by English language teachers. The article has as its theoretical support: Araújo (2015), which discusses the integration of the four linguistic skills (listening, speaking, reading and writing); Nunan (1999), who supports the discussion on the listening skill; the PCNs (1998) and the BNCC (2018), which emphasize teaching reading; and Zabala (1998), which describes what are considered activities or tasks. The results show that in a single class, linguistic skills are not worked on in an integrated way, however, through the tasks carried out throughout the didactic sequence, an attempt is made to integrate at least two of the four skills, demonstrating that it is still necessary to understand the process of production of this pedagogical resource so that the set of tasks can integrate linguistic skills.