A videoaula como metodologia de ensino para aulas de língua inglesa em uma escola pública estadual na Paraíba a partir da experiência em um programa bilíngue em construção (CRIA)

Abstract

Since the reality in the classroom is permeated by numerous particularities, the teaching of a language, such as the English Language in Elementary School, presupposes, to teacher action, the constant reflection on the practice itself. In the year 2020, the world was surprised by the pandemic of Covid-19, or coronavirus, and it was necessary to find ways to continue with education, despite the adversities, considering the new particularities. Thus, remote classes began to replace face-to-face classes, allowing students to study from home through their smartphones or computers. Once the scenario of the resignification of classes has been planted it directly repercussed on the logic of teachers’ performance, especially in public education. So, we aim the reflection and elaboration of a methodology in English language classes, in a state public school in Paraíba, from the experience in a bilingual project under construction. From this base, in a specific way, we intend: (i) to describe the methodological sequence of English Language classes in Elementary School in the context of remote teaching; (ii) to present the video class mechanism elaborated from the insurgent need of the context and (iii) to demonstrate how the video class is constructed as suggestive for Foreign Languages (FL) in teaching practice. Furthermore, we seek to discuss the productivity of the expanded methodology for remote teaching and its applicability to face-to-face or hybrid teaching. For this, the focus is on the theoretical-pedagogical perspective of the active methodology of the flipped classroom (ALMEIDA, 2018; LEFFA, DUARTE e ALDA, 2016; BERGMANN E SAMS, 2018) since we will present the video lesson mechanism which is consolidated as a possibility of developing a distance learning project due to the current epidemiological situation. In addition, we used as theoretical support studies on the scenario of bilingual education (WEI, 2000; MEGALE, 2005, 2018, 2019) and the teaching of English in Elementary School level (NORTE, JUNIOR AND SCHÜNZEN, 2013; COUTINHO, 2017), also highlighting the Information and Communications Technology (ICT), (PAIVA E MURTA, 2020; GOMES, CARVALHO E MAIA, 2020). In this way, we understand as a justification that this structured and adjustable model presented in this dissertation has the potential to contribute to the work of teachers and researchers, since it can be adapted to different teaching realities, expanding the learning of a foreign Language in Basic Education.