A EDUCAÇÃO BILINGUE E A FORMAÇÃO DE PROFESSORES DE LÍNGUA ADICIONAL DO IEMA INTEGRAL BILINGUE DE SÃO LUÍS - MA: Desafios, saberes e conexões

Abstract

The research entitled “Bilingual education and the teacher educations of additional language teachers from IEMA integral bilingue de São Luís - MA: challenges, knowledge and connections” was developed within the scope of a professional master's degree which had the general objective of understanding the educational process of teachers who work in the context of a bilingual public elementary school in São Luís - MA, to produce a Pedagogical Guidelines Manual to contribute to the practice of these bi/multilingual teachers based on the CLIL Approach - Content and Language Integrated Learning.To help us with the theoretical foundation on this way, it was necessary to seek theoretical support from Garcia (2009) and her heteroglossic perspective on bilingualism; Grosjean (2017) and Baker (2006), from a comparative perspective on types of bilingualism; Tardif (2014) and the teaching knowledge; Megale (2019, 2020, 2023) and El Kadri (2022,2023) in teacher education of teachers who work in bilingual contexts, among others. To achieve what we set out to do we chose pedagogical intervention research as a methodology, with a qualitative focus; from the point of view of the objectives, it was classified as exploratory research. Therefore, to generate data, we opted for semi structured questionnaires. With the data once collected, we chose the theme that directed us to the research product materialized in a Manual of Pedagogical Guidelines for bi/multilingual teachers about the CLIL Approach, which aimed to deepen and complement teachers' studies on this approach already adopted by the school.