NARRATIVES OF AN ENGLISH TEACHER IN A TECHNICAL SCHOOL AMID ADAPTATIONS TO THE BNCC
Keywords:
Autobiographical research; BNCC; vocational education; teaching practices; english language teaching.Abstract
This autobiographical research, linked to the research line Public Policies in Education, Teacher Education Processes, and Teaching Practices, adopts a qualitative, exploratory, and interpretative approach to analyze the trajectory of an English teacher in a state technical school. The study seeks to understand how the teacher-researcher adapted the curriculum to articulate the requirements of vocational courses with the competencies established by the Brazilian National Common Core Curriculum (BNCC), reflecting on transformations in teaching practices and their impacts on student learning. Curriculum adaptation in technical education requires methodologies that integrate English language teaching with students’ professional contexts. In this sense, the research investigates pedagogical strategies aimed at developing a more dynamic and interdisciplinary approach to teaching. The methodology is based on the analysis of pedagogical documents—such as course plans and teaching plans—as well as personal records, including class diaries and letters, which allow the construction of a narrative about challenges and achievements in curriculum implementation. The results indicate advances in student engagement, particularly in activities mediated by technology and interdisciplinary projects, showing improvements in oral proficiency and vocabulary expansion. However, challenges related to limited instructional time and heterogeneous proficiency levels remain.
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