Integração curricular bilíngue na promoção da cidadania global : estudo sobre práticas curriculares integradoras em cenário bilíngue no Colégio Anchieta de Nova Friburgo/RJ

Abstract

Colégio Anchieta Nova Friburgo (RJ) is in the process of implementing an integrated bilingual curriculum. Based on the analysis of the advances and challenges of this process, this study aimed to build a set of guidelines in collaboration between the pedagogical leadership team and teachers to improve the integrated bilingual curriculum from the perspective of global citizenship education in the initial grades of Elementary School at Colégio Anchieta (RJ). Representatives of the management body and teaching staff participated collaboratively in the intervention proposal for this work. Methodologically, this research is identified as qualitative and, in terms of procedures, as action research. We opted for two data collection methods, which were documentary research, using documents from RJE, the Society of Jesus, and Colégio Anchieta as the literature, and the observation of class practices in a scenario of collaborative teaching in the language of origin (Portuguese) and in an additional language (English) and in classes that use translanguaging as a pedagogical practice. Through seven meetings that aimed at conceptual alignment, carrying out individual and collective diagnoses, and elaborating and reviewing the set of guidelines, it was possible to identify potentialities and deficiencies in integrated practices in a bilingual context to promote Global Citizenship Education (GCE) at school. The analyzed documentary sources presented directions for developing GCE, interculturality, and participatory management, but there was a lack of guidance regarding translanguaging and collaborative teaching. Observations made during class confirmed an integration of content and language (CLIL) and the curriculum. However, there was no evidence of systematic practices aimed at GCE or the development of critical interculturality. As a recommendation, participants in the action research suggested, among other points, improving the evaluation process in a bilingual education scenario; promoting integration and collaboration through moments specifically designed to observe and share good practices; and strengthening participatory management by holding regular meetings between teachers and managers.