Metodologias ativas, BNCC, Currículo de Sergipe e plano de atividades de inglês para o 6º ano na Pandemia : diálogos (im)possíveis

• Autor(a) principal: Rabelo, Maria de Lourdes Santana
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/16056
• topic: Letras português-inglês; Ensino de letras português-inglês; BNCC; Currículo; Língua inglesa; Metodologias; BNCC; Curriculum; English language; Active methodologies; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO

In current times, with the crisis of the Coronavirus pandemic in 2020 that has accompanied us (since 2019) until today, we have found ourselves in situations before we thought and it has become imperative, to re-discuss the teaching-learning processes, through the training of these students who find, themselves, more dependent on remote learning. The answer to such reflection involves the recognition of the profound changes, that transpire in the contemporary world, the influence of the media in the construction / training of children, men / professionals and since the beginning of the 21st century. Being a great challenge - to develop individual autonomy in communion with the collective vision. In this context, this work considers the analysis of the English language content in the BNCC (2017), in the Curriculo de Sergipe (2018) and in the Portal - “Estude em casa”,Secretaria da Educação do Governo de Sergipe -SEDUC-SE, referring to the Sixth-grader of Elementary School. In the documents that serve as the basis for class planning, material is organized into axes (orality, writing, reading, linguistic knowledge and intercultural dimensions), thematic units, objects of knowledge and skills. Basid in theorics like Freire (2002), Libâneo (1994), Garofalo (2018), Camargo e Daros (2018), Dale (1969) and Santos (2003), which deal with methodologies that guide the skills to be developed by students, through socio-emotional attitudes and cognitive. The teacher, as a learning mediator, must seek pedagogical methodologies and strategies that see, work and respect the different needs of students or groups of students, their families and their cultural and social differences, when necessary, complementing teaching content and materials, always in search of the best learning. Use procedures, concepts and skills to propagate values for the formation of a fairer, more ethical and responsible Society, with responsibility towards the environment and humanity.