Saber Docente no ensino de inglês: aprender e ensinar em contexto emergencial

• Ano de defesa: 2023
• Autor(a) principal: D'Ambrosio, Izabel Silva Souza
• Orientador(a): Ferrete, Anne Alilma Silva Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Estudo e ensino; Professores - formação; Língua inglesa; Professores de inglês; Ensino via web; Ensino - meios auxiliares; Prática de ensino; Ensino remoto emergencial; Saber docente
• Palavras-chave em Inglês: Emergency remote class; Teacher training; Digital technology; Experiencial teacher knowledge
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/18691

This thesis makes part of the Postgraduate Program in Education in the research line of Teacher Training and has the main aim to understand the role of teaching knowledge in relation to the appropriation and integration of Digital Communication and Information Technologies in the teaching of English. However, within this context, the student's perspective regarding the outcome of the teaching-learning process for teaching practice is essential. The period of analysis falls within the context of Emergency Remote Teaching, due to the pandemic named as COVID-19 and the new reform in the curriculum for the Novo Ensino Médio, which is supported by the Common National Curriculum Base based on the development of skills and abilities. The Novo Ensino Médio brings a proposal for curriculum flexibility and development of youth protagonism. Faced with so many variants, the study of experiential teaching knowledge constitutes one of the pillars in the construction of teaching practice and research on how the English teaching takes place as a communication tool for learners in this context. The English language is studied as a lingua franca, deterritorialized and global and important in the development of the learner's formation as a world citizen. The methodological way of this research was comprised by the observation and analysis of the main teaching practices carried out in the teaching of the English discipline by the social actors who take part in the empirical research. This is a qualitative research which method is a descriptive interpretative study case. The data collection instruments will be questionnaire, class observation and interview and will be analyzed by Content Analysis (BARDIN, 2011)which analysis perspective is to show the meaning of the discourse by fragmenting its propositions. Problems with connectivity and the atypical scenario with Remote Teaching and the returno f face-to-face classes bring challenges for teachers in the face of teaching practices. In this sense, it is understood that discussions about digital technologies, experiential teaching knowledge, the teaching of oral skills are important discussions for the academic society in this atypical scenario. As a theoretical contribution, the investigation is anchored in Tardif (2000,2014), Pimenta (1996,1997, 2009), Gauthier (2013), Gatti (2019), Moran (2013) and others. The research data were aligned with the body of the thesis construction and the final results of the investigation indicate that the experiential teaching knowledge played a prominent role in the mobilization of knowledge to perform their tasks with the Digital Technologies of Information and Communication and presented different results regarding the appropriation, interaction and integration of Digital Information and Communication Technologies in the research participants' teaching practice. The results point to the importance of the protagonism of teachers exercised in the online context, the need for a deeper look at the training of teachers in the face of technological knowledge with the integration of Digital Technologies in the classroom to mobilize knowledge with the teachinglearning process. learning.