Aprendizagem ativa de língua inglesa e sala de aula invertida: tecnologias digitais no ensino médio integrado

Abstract

Digital technologies are present in young people's lives and facilitate the circulation and sharing of information on the Internet, through websites and social networks, in different modalities and textual genres. It is important to privilege pedagogical practices at school that deal with the student's reality, so marked by the digital, enabling more active and meaningful learning, which, in turn, can provide a more reflective and autonomous posture in the learner. One way to provide active student learning is by adopting active methodologies, such as the Flipped Classroom, a hybrid teaching model, which, according to several authors (BACICH; TANZI NETO; TREVISANI, 2015; BERGMANN; SAMS, 2018; MILL, 2021), can bring benefits to education, compared to traditional teaching. To investigate how digital technologies could impact, more specifically, The English teaching and learning process this research study was proposed. Its aim was to investigate how digital technologies, and the teaching of grammatical contents, in a Flipped Classroom model, could stimulate active English language learning in integrated secondary education. The specific objectives of the study were: a) to identify the relationship of high school students with digital technologies and with the English language and b) to analyze the impact of the teaching of grammatical contents, in a Flipped Classroom model, on English active learning. For the development of this research, we relied on authors such as: Bacich, Tanzi Neto and Trevisani (2015), Bergmann and Sams (2018), Horn and Staker (2015), Kenski (2012), Mill (2021) and Ribeiro (2020), among others, which deal with student active learning and active methodologies. The research has a qualitative and interventionist character and was developed at the Federal Institute of Northern Minas Gerais (IFNMG). The research participants were students of the second technical year studying Integrated Informatics. A questionnaire and a semi-structured interview with the participating students were used to generate the data. In addition, the didactic units proposed as part of the intervention project were also considered. Results show that digital technologies bring motivation, dynamism and practicality to English language classes and can help in the development of students' active learning. In addition, it was found that the Flipped Classroom model, as it is not a common methodology in integrated secondary education, can bring challenges to the English language teacher and learners. It is concluded, therefore, that more than making English teaching technological, it is necessary to (re)signify language teaching approaches, integrating digital technologies in a reflected way so that they help students' learning.