A REMOTE EXPERIENCE AND ACTIVE METHODOLOGIES ANALYSIS ON THE ENGLISH TEACHING IN EJA

Detalhes bibliográficos
Autor(a) principal: Artuzi, Dayane
Data de Publicação: 2021
Outros Autores: Voltolini, Ana Graciela Mendes Fernandes da Fonseca, Bertoloto, José Serafim
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Prática Docente
Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1128
Resumo: This article presents research data on the use of active methodologies, such as the flipped classroom, during Emergency Remote Teaching (ERT) for English language teaching in Youth and Adult Education. The objective of the study was to understand about the platform designated for the mediation of classes, the active methodology chosen and the context of remote teaching. The research was applied in a public school in the city of Primavera do Leste/MT, investigating two high school classes. As a collecting data technique was used a participating research and questionnaires were applied using the tool Google Forms, sending by WhatsApp groups. The collecting data were analyzed and discussed regarding inside authors who investigate the flipped class practice and the use of Digital Information and Communication Technologies. About the results, regarding the technical conditions, internet access and devices with minimal configurations represent difficulties in the process, regarding the methodology, promoting the use of digital technologies, the dependence of the teacher in carrying out the activities and autonomy are aspects that demonstrate the need of being intensified in future proposals.
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spelling A REMOTE EXPERIENCE AND ACTIVE METHODOLOGIES ANALYSIS ON THE ENGLISH TEACHING IN EJAANÁLISIS DE LA EXPERIENCIA REMOTA Y USO DE METODOLOGÍAS ACTIVAS EN LA ENSEÑANZA DEL INGLÉS EN EJAANÁLISE DA EXPERIÊNCIA REMOTA E USO DE METODOLOGIAS ATIVAS NO ENSINO DE LÍNGUA INGLESA NA EJAEnsinoLíngua InglesaEJAMetodologias AtivasTDICTeachingEnglish LanguageYouth and Adult EducationActive MethodologiesDigital Information and Communication TechnologiesEnseñanzaLengua InglesaEducación de Jóvenes y AdultosMetodologías activasTecnologías de la Información y la Comunicación DigitalesThis article presents research data on the use of active methodologies, such as the flipped classroom, during Emergency Remote Teaching (ERT) for English language teaching in Youth and Adult Education. The objective of the study was to understand about the platform designated for the mediation of classes, the active methodology chosen and the context of remote teaching. The research was applied in a public school in the city of Primavera do Leste/MT, investigating two high school classes. As a collecting data technique was used a participating research and questionnaires were applied using the tool Google Forms, sending by WhatsApp groups. The collecting data were analyzed and discussed regarding inside authors who investigate the flipped class practice and the use of Digital Information and Communication Technologies. About the results, regarding the technical conditions, internet access and devices with minimal configurations represent difficulties in the process, regarding the methodology, promoting the use of digital technologies, the dependence of the teacher in carrying out the activities and autonomy are aspects that demonstrate the need of being intensified in future proposals.Este artículo presenta datos de investigación sobre el uso de metodologías activas, como el “aula invertida”, durante la Enseñanza Remota de Emergencia para la enseñanza del idioma inglés en la Educación de Jóvenes y Adultos. El objetivo del estudio fue conocer sobre la plataforma designada para la mediación de clases, la metodología activa elegida y el contexto del aprendizaje a distancia. La investigación se aplicó en una escuela pública de la ciudad de Primavera do Leste / MT, investigando dos clases de secundaria. Como técnica de recolección de datos, se adoptó la observación participante y la aplicación de cuestionarios estructurados como instrumento de recolección, utilizando la herramienta Google Forms y difundidos por grupos de WhatsApp en las clases. Los datos se analizaron a partir de autores que investigan la práctica del aula invertida y el uso de las Tecnologías de la Información y la Comunicación Digitales. En cuanto a los resultados, en cuanto a las condiciones técnicas, el acceso a internet y los dispositivos con configuraciones mínimas representan dificultades en el proceso, en cuanto a la metodología, promover el uso TDIC, la dependencia del docente en la realización de las actividades y la autonomía son aspectos que en futuras propuestas.Este artigo apresenta dados de pesquisa sobre o uso de metodologias ativas, como a “sala de aula invertida”, durante o Ensino Remoto Emergencial (ERE) para o ensino de língua inglesa na Educação de Jovens e Adultos (EJA). O objetivo do estudo foi compreender a respeito da plataforma designada para a mediação das aulas, a metodologia ativa escolhida e o contexto de ensino remoto. A pesquisa foi aplicada em escola pública no município de Primavera do Leste/MT, investigando duas turmas de Ensino Médio. Como técnica para o levantamento de dados, adotou-se a observação participante e a aplicação de questionários estruturados como instrumento para a coleta, utilizando a ferramenta Google Forms e disseminados por grupos de WhatsApp das turmas. Os dados foram analisados com base em autores que investigam a prática da sala de aula invertida e o uso de Tecnologias Digitais de Informação e Comunicação (TDIC). Sobre os resultados, com relação as condições técnicas, o acesso à internet e dispositivos com configurações mínimas representam dificuldades no processo, quanto a metodologia, fomentar o uso das TDIC, a dependência do professor na realização das atividades e a autonomia são aspectos que demonstram a necessidade de serem intensificados em propostas futuras.Revista Prática Docente2021-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionLinguagensLinguagensLinguagensapplication/pdfhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/112810.23926/RPD.2021.v6.n2.e061.id1128Revista Prática Docente (Journal Practice Teacher); Vol. 6 No. 2 (2021): May to August 2021; e061Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 2 (2021): Mayo a Agosto de 2021; e061Revista Prática Docente; v. 6 n. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e0612526-2149reponame:Revista Prática Docenteinstname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)instacron:IFMTporhttp://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1128/533Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicaçãohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessArtuzi, DayaneVoltolini, Ana Graciela Mendes Fernandes da FonsecaBertoloto, José Serafim 2022-06-03T13:02:33Zoai:ojs.periodicos.cfs.ifmt.edu.br:article/1128Revistahttp://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpdPUBhttps://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/oairevistapraticadocente@cfs.ifmt.edu.br||2526-21492526-2149opendoar:2022-06-03T13:02:33Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)false
dc.title.none.fl_str_mv A REMOTE EXPERIENCE AND ACTIVE METHODOLOGIES ANALYSIS ON THE ENGLISH TEACHING IN EJA
ANÁLISIS DE LA EXPERIENCIA REMOTA Y USO DE METODOLOGÍAS ACTIVAS EN LA ENSEÑANZA DEL INGLÉS EN EJA
ANÁLISE DA EXPERIÊNCIA REMOTA E USO DE METODOLOGIAS ATIVAS NO ENSINO DE LÍNGUA INGLESA NA EJA
title A REMOTE EXPERIENCE AND ACTIVE METHODOLOGIES ANALYSIS ON THE ENGLISH TEACHING IN EJA
spellingShingle A REMOTE EXPERIENCE AND ACTIVE METHODOLOGIES ANALYSIS ON THE ENGLISH TEACHING IN EJA
Artuzi, Dayane
Ensino
Língua Inglesa
EJA
Metodologias Ativas
TDIC
Teaching
English Language
Youth and Adult Education
Active Methodologies
Digital Information and Communication Technologies
Enseñanza
Lengua Inglesa
Educación de Jóvenes y Adultos
Metodologías activas
Tecnologías de la Información y la Comunicación Digitales
title_short A REMOTE EXPERIENCE AND ACTIVE METHODOLOGIES ANALYSIS ON THE ENGLISH TEACHING IN EJA
title_full A REMOTE EXPERIENCE AND ACTIVE METHODOLOGIES ANALYSIS ON THE ENGLISH TEACHING IN EJA
title_fullStr A REMOTE EXPERIENCE AND ACTIVE METHODOLOGIES ANALYSIS ON THE ENGLISH TEACHING IN EJA
title_full_unstemmed A REMOTE EXPERIENCE AND ACTIVE METHODOLOGIES ANALYSIS ON THE ENGLISH TEACHING IN EJA
title_sort A REMOTE EXPERIENCE AND ACTIVE METHODOLOGIES ANALYSIS ON THE ENGLISH TEACHING IN EJA
author Artuzi, Dayane
author_facet Artuzi, Dayane
Voltolini, Ana Graciela Mendes Fernandes da Fonseca
Bertoloto, José Serafim
author_role author
author2 Voltolini, Ana Graciela Mendes Fernandes da Fonseca
Bertoloto, José Serafim
author2_role author
author
dc.contributor.author.fl_str_mv Artuzi, Dayane
Voltolini, Ana Graciela Mendes Fernandes da Fonseca
Bertoloto, José Serafim
dc.subject.por.fl_str_mv Ensino
Língua Inglesa
EJA
Metodologias Ativas
TDIC
Teaching
English Language
Youth and Adult Education
Active Methodologies
Digital Information and Communication Technologies
Enseñanza
Lengua Inglesa
Educación de Jóvenes y Adultos
Metodologías activas
Tecnologías de la Información y la Comunicación Digitales
topic Ensino
Língua Inglesa
EJA
Metodologias Ativas
TDIC
Teaching
English Language
Youth and Adult Education
Active Methodologies
Digital Information and Communication Technologies
Enseñanza
Lengua Inglesa
Educación de Jóvenes y Adultos
Metodologías activas
Tecnologías de la Información y la Comunicación Digitales
description This article presents research data on the use of active methodologies, such as the flipped classroom, during Emergency Remote Teaching (ERT) for English language teaching in Youth and Adult Education. The objective of the study was to understand about the platform designated for the mediation of classes, the active methodology chosen and the context of remote teaching. The research was applied in a public school in the city of Primavera do Leste/MT, investigating two high school classes. As a collecting data technique was used a participating research and questionnaires were applied using the tool Google Forms, sending by WhatsApp groups. The collecting data were analyzed and discussed regarding inside authors who investigate the flipped class practice and the use of Digital Information and Communication Technologies. About the results, regarding the technical conditions, internet access and devices with minimal configurations represent difficulties in the process, regarding the methodology, promoting the use of digital technologies, the dependence of the teacher in carrying out the activities and autonomy are aspects that demonstrate the need of being intensified in future proposals.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Linguagens
Linguagens
Linguagens
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1128
10.23926/RPD.2021.v6.n2.e061.id1128
url http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1128
identifier_str_mv 10.23926/RPD.2021.v6.n2.e061.id1128
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1128/533
dc.rights.driver.fl_str_mv Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 A Revista Prática Docente tem o direito de primeira publicação
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Revista Prática Docente
publisher.none.fl_str_mv Revista Prática Docente
dc.source.none.fl_str_mv Revista Prática Docente (Journal Practice Teacher); Vol. 6 No. 2 (2021): May to August 2021; e061
Revista Prática Docente (Revista Práctica Docente); Vol. 6 Núm. 2 (2021): Mayo a Agosto de 2021; e061
Revista Prática Docente; v. 6 n. 2 (2021): Maio a Agosto de 2021 (Fluxo contínuo); e061
2526-2149
reponame:Revista Prática Docente
instname:Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron:IFMT
instname_str Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
instacron_str IFMT
institution IFMT
reponame_str Revista Prática Docente
collection Revista Prática Docente
repository.name.fl_str_mv Revista Prática Docente - Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT)
repository.mail.fl_str_mv revistapraticadocente@cfs.ifmt.edu.br||
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