English language teaching knowledge processes and learning by design in remote classes
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Linguagem em Foco (Online) |
Texto Completo: | https://revistas.uece.br/index.php/linguagememfoco/article/view/4519 |
Resumo: | Emergency Remote Teaching-ERE, a teaching model used by innumerous educational institutions during the pandemic context caused by COVID-19, redefined the role of teachers and students and consequently brought new demands on education professionals. This model has also been adopted by us in a language school in the interior of the state of Paraíba, in which the two activities to be presented in this article were carried out, which aims to identify knowledge processes produced by students in two beginners classes, using tools in remote classes and the teacher’s role in the context discussed in this paper. The discussions are based on the contributions of the Pedagogy of the Multiliteracies conceived by the New London Group (1996), on the knowledge construction processes of Kalantzis and Cope (2005, 2008) as well as on the flipped classroom conception originated with Bergmann and Sams (2016), among others. The results show that the knowledge processes were manifested in different ways in the two activities performed which enabled the identification of traits of students' protagonism. We also found that knowledge can be built and shared anywhere and by different agents. |
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English language teaching knowledge processes and learning by design in remote classes Ensino de língua inglesa e processos de conhecimento em aulas remotasEnsino de língua inglesaSala de aula invertidaProcessos de conhecimentoEnsino remoto emergencialEnglish language teachingFlipped classroomKnowledge processesEmergency Remote Teaching.Emergency Remote Teaching-ERE, a teaching model used by innumerous educational institutions during the pandemic context caused by COVID-19, redefined the role of teachers and students and consequently brought new demands on education professionals. This model has also been adopted by us in a language school in the interior of the state of Paraíba, in which the two activities to be presented in this article were carried out, which aims to identify knowledge processes produced by students in two beginners classes, using tools in remote classes and the teacher’s role in the context discussed in this paper. The discussions are based on the contributions of the Pedagogy of the Multiliteracies conceived by the New London Group (1996), on the knowledge construction processes of Kalantzis and Cope (2005, 2008) as well as on the flipped classroom conception originated with Bergmann and Sams (2016), among others. The results show that the knowledge processes were manifested in different ways in the two activities performed which enabled the identification of traits of students' protagonism. We also found that knowledge can be built and shared anywhere and by different agents.O Ensino Remoto Emergencial-ERE, modelo de ensino utilizado por inúmeras instituições educacionais durante o contexto pandêmico provocado pela COVID-19, redimensionou o papel de professores e alunos e, consequentemente, trouxe novas demandas para os profissionais da educação. Tal modelo também tem sido adotado por nós em uma escola de idiomas do interior do estado da Paraíba, contexto no qual foram realizadas as duas atividades a serem apresentadas neste artigo, que objetiva identificar processos de conhecimento produzidos pelos alunos em duas turmas iniciantes, utilizando ferramentas digitais nas aulas remotas e o papel do professor no contexto aqui tratado. As discussões estão fundamentadas nas contribuições da Pedagogia dos Multiletramentos, concebida pelo Grupo de Nova Londres (1996), nos processos de construção de conhecimento de Kalantzis e Cope (2005, 2008), bem como na concepção de sala de aula invertida, originada com Bergmann e Sams (2016), além de outras. Os resultados mostram que os processos de conhecimento se manifestaram de modos diferentes nas duas atividades realizadas, e estas possibilitaram a identificação de traços de protagonismo dos alunos. Constatamos também que o conhecimento pode ser construído e compartilhado em qualquer lugar e por diversos agentes.EdUECE2021-10-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://revistas.uece.br/index.php/linguagememfoco/article/view/451910.46230/2674-8266-13-4519Revista Linguagem em Foco; Vol. 13 No. 3 (2021): Número atemático; 34-54Revista Linguagem em Foco; v. 13 n. 3 (2021): Número atemático; 34-542674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/4519/6037https://revistas.uece.br/index.php/linguagememfoco/article/view/4519/6038Copyright (c) 2021 Dilma Prata Conserva, Marco Antônio Margarido Costahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessConserva, Dilma PrataCosta, Marco Antônio Margarido2021-10-13T19:05:53Zoai:ojs.revistas.uece.br:article/4519Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-10-13T19:05:53Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
English language teaching knowledge processes and learning by design in remote classes Ensino de língua inglesa e processos de conhecimento em aulas remotas |
title |
English language teaching knowledge processes and learning by design in remote classes |
spellingShingle |
English language teaching knowledge processes and learning by design in remote classes Conserva, Dilma Prata Ensino de língua inglesa Sala de aula invertida Processos de conhecimento Ensino remoto emergencial English language teaching Flipped classroom Knowledge processes Emergency Remote Teaching. |
title_short |
English language teaching knowledge processes and learning by design in remote classes |
title_full |
English language teaching knowledge processes and learning by design in remote classes |
title_fullStr |
English language teaching knowledge processes and learning by design in remote classes |
title_full_unstemmed |
English language teaching knowledge processes and learning by design in remote classes |
title_sort |
English language teaching knowledge processes and learning by design in remote classes |
author |
Conserva, Dilma Prata |
author_facet |
Conserva, Dilma Prata Costa, Marco Antônio Margarido |
author_role |
author |
author2 |
Costa, Marco Antônio Margarido |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Conserva, Dilma Prata Costa, Marco Antônio Margarido |
dc.subject.por.fl_str_mv |
Ensino de língua inglesa Sala de aula invertida Processos de conhecimento Ensino remoto emergencial English language teaching Flipped classroom Knowledge processes Emergency Remote Teaching. |
topic |
Ensino de língua inglesa Sala de aula invertida Processos de conhecimento Ensino remoto emergencial English language teaching Flipped classroom Knowledge processes Emergency Remote Teaching. |
description |
Emergency Remote Teaching-ERE, a teaching model used by innumerous educational institutions during the pandemic context caused by COVID-19, redefined the role of teachers and students and consequently brought new demands on education professionals. This model has also been adopted by us in a language school in the interior of the state of Paraíba, in which the two activities to be presented in this article were carried out, which aims to identify knowledge processes produced by students in two beginners classes, using tools in remote classes and the teacher’s role in the context discussed in this paper. The discussions are based on the contributions of the Pedagogy of the Multiliteracies conceived by the New London Group (1996), on the knowledge construction processes of Kalantzis and Cope (2005, 2008) as well as on the flipped classroom conception originated with Bergmann and Sams (2016), among others. The results show that the knowledge processes were manifested in different ways in the two activities performed which enabled the identification of traits of students' protagonism. We also found that knowledge can be built and shared anywhere and by different agents. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/4519 10.46230/2674-8266-13-4519 |
url |
https://revistas.uece.br/index.php/linguagememfoco/article/view/4519 |
identifier_str_mv |
10.46230/2674-8266-13-4519 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/4519/6037 https://revistas.uece.br/index.php/linguagememfoco/article/view/4519/6038 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Dilma Prata Conserva, Marco Antônio Margarido Costa https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Dilma Prata Conserva, Marco Antônio Margarido Costa https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/epub+zip |
dc.publisher.none.fl_str_mv |
EdUECE |
publisher.none.fl_str_mv |
EdUECE |
dc.source.none.fl_str_mv |
Revista Linguagem em Foco; Vol. 13 No. 3 (2021): Número atemático; 34-54 Revista Linguagem em Foco; v. 13 n. 3 (2021): Número atemático; 34-54 2674-8266 2176-7955 reponame:Revista Linguagem em Foco (Online) instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Revista Linguagem em Foco (Online) |
collection |
Revista Linguagem em Foco (Online) |
repository.name.fl_str_mv |
Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
linguagememfoco@uece.br|| |
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1797068889030393856 |