Análise da aprendizagem significativa do conceito de tempo em inglês por alunos do ensino fundamental pautada na produção autoral de audiovisual

• Ano de defesa: 2023
• Autor(a) principal: Martins, Antônia Andressa Ramos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Língua inglesa; Aprendizagem significativa; Recursos audiovisuais; Hora (tempo); CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
• Link de acesso: http://repositorio.ufc.br/handle/riufc/75185

The teaching of the English language, since the beginning of its implementation in Brazil, has been considered as a challenge within the school contents: inadequate material, teachers with little training, excess of expository classes in which the student's participation is not valued. The teaching, therefore, brings little contribution to a meaningful learning. Besides, some contents require greater importance, such as the study of numbers and hours, because these are subjects which the students will use throughout all their entire lives, including in different disciplines and situations of daily routine. Before this fact, the aim of this research is to analyze how students in the early years of Elementary School learn the concept of time in English based on the Theory of Meaningful Learning, developing audiovisual resources. The type of research addressed is the Case Study. The chosen unit of analysis is composed of a group attending the 5th year of a private school located in the municipality of Sobral/CE. The class has a total of 10 students aged between 10 and 11 and classes taking place in the afternoon shift. The collection of the data was developed in three phases. The first one deals with the application of the initial questionnaire, with the aim of verifying the students' previous knowledges about the content of numbers and hours, also containing questions of a personal nature where the profile of these subjects was drawn. The second deals with the application of the Didactic Sequence, based on Ausubel's Programmatic Principles (Progressive Differentiation, Integrating Reconciliation, Sequential Organization and Consolidation), consisting of 8 classes with an average duration of 150 minutes each, in which the students produced videos involving the contents of the hours in English. The third deals with the application of the final questionnaire, similar to the initial one, in order to verify the students' a posteriori knowledge about the content of numbers and hours. The analysis of the data was developed through methodological data triangulation and Discursive Textual Analysis, based on three categories: listening, reading and interpretation and writing, each one with two subcategories: successes and errors. The application of the initial questionnaire revealed that in the audio category, the participants had difficulties when dealing with similar numbers in English and in representing the hours in the British model. In the reading and interpretation category, the participants had difficulties in interpreting verbal or mixed texts, which presented verbal and non-verbal elements. In the writing category, the biggest doubt occurred when representing the hours on the analog clock. With the application of the didactic sequence, most of these difficulties were overcome. However, the application of the final questionnaire pointed out that some of these difficulties have not yet been completely resolved, as is the case with the hours represented in the British model. The adoption of this practice is envisioned as a teaching methodology which provides students with a more grounded learning about the concepts of numbers and hours in English, in order to inspire other researchers and teachers to use the proposal and deepen the investigation of this theme.