A abordagem de ensinar do professor como chave para ressignificar atividades de materiais didáticos institucionais

Abstract

This article investigates how teachers' teaching approaches influence the adaptation and re-signification of activities in institutional teaching materials within public language education. The focus is on the use of Open Doors, a coursebook developed internally by teachers from the Guarulhos municipal school system (Brazil) and used in a public English language program. The study is qualitative, with ethnographic and documentary foundations, and is grounded in the Global Operation of Language Teaching (Almeida Filho, 1997; 2002; 2023), combined with Barbirato’s (1999; 2005) task typology and Richards and Rodgers’ (2014) teaching visions. Data from interviews, questionnaires and classroom observations were triangulated for analysis. Results show that the teaching approach, as the integration of conceptions of language, learning, and teaching, operates as a central axis for pedagogical reinterpretation of materials. Teachers aligned with the communicative macro-approach tend to re-signify the tasks, assigning them new functions and transforming exercises into meaningful communicative tasks.