Estudo sobre a formação de diretrizes que orientem boas práticas metodológicas no ensino da língua francesa no Estado do Amapá

Abstract

Teaching of French in Amapá becomes especially relevant due to its border position with French Guiana and the importance of the language for regional integration and socioeconomic interactions. However, it faces challenges such as poor infrastructure, scarcity of teaching resources, lack of qualified teachers, inadequate pedagogical methods and limited language immersion experiences. The objective of this study is to present guidelines that guide good methodological practices in teaching the French language in public schools in the state, promoting a plurilingual, inclusive and quality education aligned with the context of Amapá. This qualitative and applied research combined bibliographic and documentary analysis, with forms/questionnaires applied to managers, teachers and students in seven institutions in the cities of Macapá, Santana and Oiapoque, to prepare a content analysis that identified the main challenges and opportunities for teaching the language. In conclusion, teaching French goes beyond the acquisition of linguistic skills, serving as an instrument to promote cultural understanding. Although the National Common Curricular Base (BNCC) prioritizes the teaching of English, this study demonstrates the importance and feasibility of including French in the curriculum, especially in specific regional contexts such as Amapá. It is recognized that the implementation of these measures requires collaboration between governments, educational institutions, teachers, students and the community, valuing local sociocultural aspects and contributing to the development of the region.