O letramento crítico na pandemia: repensando as aulas de língua inglesa na adaptação híbrida da escola pública

• Ano de defesa: 2022
• Autor(a) principal: Isabelle Marine Rabelo Schieber
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: Condição docente; Ensino remoto; Ensino híbrido; Educação crítica; Letramento crítico; Letramento digital; Línguas adicionais; Ensino e aprendizagem de inglês; Pandemia; Língua inglesa – Estudo e ensino – Falantes estrangeiros; Professores de inglês – Formação; Ensino à distância; Aquisição da segunda linguagem
• Link de acesso: http://hdl.handle.net/1843/41106

This qualitative research is a case study that investigated critical literacy opportunities in teaching and learning the English language during the second year of the COVID-19 pandemic in Brazil, in 2021, in a public school in the region of Belo Horizonte. The pedagogic strategies rethought and adapted by the participating teacher for the emergency remote regime (ERE) and for the emergency hybrid regime (EHE) in the last two years of elementary school were considered as social practices, which advocated language development and citizenship awareness. The objective was to analyze the school environment in its virtual and face-to-face modes, combining the education and practice of the participant teacher, the participation of her students, with the impacts on the community in the specific context. The generation of data took place remotely, using digital instruments, such as observation of synchronous and asynchronous classes and interaction groups, questionnaires and interviews through forms and diary in an instant messaging application. A focus group of students and the school principal were added to the data. The results of the analysis revealed that the school favored students in the pandemic with linguistic development activities in critical and digital literacy, in the use of applications in ERE, and with playful in-person resources that motivated students in EHE. Even though the focus group enjoyed learning English, they had technical and concentration limitations with the ERE at home and looked forward to a face-to-face return at the EHE for social interaction at school with the cultural activities promoted by the teacher.