Proposta pedagógica baseada em vídeos: impactos para o ensino e aprendizagem da oralidade em língua inglesa na escola pública

• Ano de defesa: 2019
• Autor(a) principal: Martins, Suéllen Flauzina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Estudos Linguísticos
• Palavras-chave em Português: Inglês; English; Escola pública; Public school; Oralidade; Oral skill; Vídeos; Videos; Impacto social; Social impact; CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.ufu.br/handle/123456789/28111; http://dx.doi.org/10.14393/ufu.di.2019.692

The public school is not identified as the place where one can effectively learn the English language, as research studies on students’ beliefs have shown (BARCELOS, 2006). Based on this perception, foreign language teaching and learning in this context is often superficial and focused on grammatical contents. More specifically, the teaching of listening and speaking is increasingly distant from the reality of students in the public school setting. In an attempt to contribute to changes in this scenario, the present research study aimed at investigating the impact of a pedagogical proposal based on videos for the teaching and learning of listening and speaking at the public school. The hypothesis of this project is that, with the exploration of videos, since they are already inserted in their personal context, students could be more interested in the content of the classes and, therefore, improve their English learning, mainly their oral practices. In addition, the research study aimed at analyzing students' perceptions regarding teaching and learning English in the public school, identifying the relevance of the oral skills for the students and then analysing the contributions of the use of videos from a perspective of language as social practice, for the development of this skill. For this, we based our work on researchers such as Paiva (2001), Goli, (2016), Talaván (2007) to discuss the use of digital technologies for English classes, Kalantzis and Cope (2012), Monte-Mór (2014), among others, to work with language in the perception of multiliteracies and as a social practice. The research study has a qualitative-interventionist character, since the researcher-teacher intervened in English classes with the purpose of proposing changes and improvement. In this context, the research study was developed in a regular school in the city of Uberlândia (MG), with 9th grade elementary school students. The participants were students from two different classrooms of the same level, teenagers between 13 and 16 years old. The instruments used in the data collection were a questionnaire applied to the learners, a didactic proposal based on videos, an interview and reflective journals written by the researcher-teacher. Data analysis pointed to several rooted perceptions that students have about learning English, such as the enhancement of the language course as the ideal place of learning in contrast to the public school. There was also motivation from students to engage in oral activities and using technologies, especially videos. The expressive involvement of students in oral video-based activities has demonstrated that it is possible to teach and learn oral English skills in the public school setting. However, the most significant impact of the study was on the language view as a social practice worked with the learners during the pedagogical proposal. They were able not only to develop oral and other language skills, but to develop critical thinking on social issues in activities content using language as a way of expressing themselves. Thus, rather than learning a language, students developed criticality and autonomy of learning.