Abordagem CLIL nas aulas de Financial Education: um estudo sobre integração entre língua e conteúdo e entre professores

Abstract

Faced with an increasingly globalized world, in which communication is increasingly taking place via a network, being prepared to interact with different languages and cultures has been essential. In this sense, many private schools in Brazil today have directed and expanded their curricula towards Bilingual or Multilingual Education. According to the Associação Brasileira de Ensino Bilíngue, between 2014 and 2019, there was a growth of 6 to 10% of these schools and this, in turn, results in a constant search for improvement and improvement of pedagogical proposals, curricula, work plans and planning in the classroom, in order to be able to contemplate from Kindergarten to High School. In view of this, this work has as its main objective to carry out a study of the CLIL approach during Financial Education classes and how the integration between language, content and teachers takes place. The main focus will be on how the CLIL approach is carried out during classes, how to improve it and bring an analysis of an integration project between language and content taught both in the mother tongue (Portuguese) and in an additional language (English). For the accomplishment of this work, the work of Miguel (2012) was used as a reference, being made a bibliographic review and a qualitative analysis of the discriminated observations of each Financial Education class and of the reports of the practices developed by the teachers during the Malala Project. This work contributes to the possibility of having a practical CLIL application focused on content classes, considering that it is little disseminated in practical terms in universities and bibliographies, mainly referring to the field of Mathematics.