Metodologias Ativas e o Ensino de Língua Inglesa na Educação Básica

Abstract

The constant transformations that society is going through, with the advancement of technology, have led us to realize the importance of research on Active Methodologies in the educational field (BACICH and MORAN, 2018). This issue became more evident in 2020, with the impact of the COVID-19 pandemic, which made teachers need to reinvent their pedagogical practices, adapting them to a new classroom context in remote education. Therefore, this work aims to understand the perception of English language teachers about Active Methodologies and their use in the classroom, as well as to present a work proposal based on the methodology called Problem-Based Learning (PBL). To fundamental the work, we started from the studies of Bacich and Moran (2018), Martins (2020) and Souza and Dourado (2015), Jungles (2017) and Sahagoff (2019), who understand that the use of Active Methodologies facilitates and encourage students to develop a critical and creative profile. The research was configured as an exploratory case study, with a qualitative approach. A questionnaire was requested, via Google Forms application, with three (03) English Language teachers who worked in Basic Education, in 2020, in a municipality in the interior of the state of Paraíba. The survey results show that the knowledge of teachers about Active Methodologies is recent; one of the professors even did not know this type of methodology; the other two revealed that they already make use of active methodologies in their classes. It was also evident that the use of Active Methodologies promotes greater interest and participation on the part of students.