A "sala de aula invertida" no contexto de inglês para fins acadêmicos

• Ano de defesa: 2017
• Autor(a) principal: Rebecca, Tiago
• 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: Linguística; Língua inglesa; Inovações tecnológicas; Sala de Aula Invertida; Propiciamento; Andragogia; Inglês para Fins Acadêmicos; Flipped Classroom; Affordances; Andragogy; English for Academic Purposes; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/20904; http://doi.org/10.14393/ufu.di.2017.465

With the rapid diffusion of Digital Information and Communication Technologies (TDIC) within the classroom, there was a need for new approaches and teaching methodologies to emerge. This dissertation aims to contribute to studies on the teaching-learning relationship of an additional language, mediated by technologies, more specifically in the use of the Flipped Classroom (SAI) methodology, for teaching English for Academic Purposes (EAP) . A research was carried out in a mini-course for candidates to a postgraduate program at the Federal University of Uberlândia. The data were collected through electronic forms answered by student-participants in which they were able to reflect on the use of the Flipped Classroom methodology and how they could perceive barriers or opportunities, besides weekly evaluations in relation to the knowledge about the Language and the ability of reading in English, with reference to the Canadian Language Benchmarks (CLB). It is a qualitative perspective of research of an ethnographic nature, guided by the assumptions of Ecological Linguistics and the model of Andragogy education. The collected data were analyzed from the Content Analysis (CA) and show that the students perceived that the Flipped Classroom methodology can provide opportunities for the learning of an additional language, even without the physical presence of the teacher. In addition, there was an evolution in the self evaluation of knowledge about a language skills.