"Teacher, vai ter alguma coisa diferente hoje?": participação ativa e motivação em experiências com uso de Metodologias Ativas no ensino-aprendizagem da Língua Inglesa

Abstract

The use of the Active Methodologies in the teaching-learning process of English is about placing the student as main character of their own knowledge, providing a pleasant and safe environment for their active participation. To achieve this, we can use many Active Techniques to explore creativity, stimulate the construction of autonomy and promote linguistic improvement and personal growth, providing meaningful learning through experiences that motivate students. Based on this and according to the theoretical principles on qualitative research with analytic-interpretative processes by Bertoni-Ricardo (2008) and by Ely, Vinz, Anzul e Downing (2005), the general aim of this dissertation was to describe my experiences with the use of Active Techniques in English classes in Elementary School at a private school. With this purpose, my specific goals were (1) to describe the use of four Active Techniques, which were Brainstorming with the use of Mind Maps, Role-play, Storytelling and Game-based Learning, in the context of one of my 8th grades classes of a private school in the interior of Minas Gerais; (2) to map my insights as a teacher-researcher and the insights of my students in relation to the activities carried out; (3) to interpret the experiences with the use of the Active Techniques during the English classes and (4) to analyse the influence of the students’ motivation in the English teaching-learning process. I did twelve activities, three of each Technique, during four weeks. To get the students’ opinions about the activities, four interviews were carried out, one by week, and a final questionnaire, so the students could rank the activities. By interpreting the results of the field research, in addition to discussing on my experience as a teacher within my context, I was able to see the benefits of the Active Methodologies, especially that the active student participation and motivation play essential roles in building a meaningful learning of the English language. Besides, I was able to conclude that emotions, such as anxiety and fear, interfere in the students’ participation, especially orally. Error, retrieval practice and interaction between peers play an important role in language learning. Technology is, most of the time, a motivating resource, however it must not be randomly included and ought to be related to the pedagogical objectives. Games engage students thoroughly and motivate them to actively participate in class and learn by enjoying themselves. Listening to students’ opinions about the classes is essential to keep them interested. Finally, I noticed during the research that changes in the educational and institutional rules are needed so that the teachers have more freedom during planning to include activities that motivate students to learn English.