Banca de QUALIFICAÇÃO: ARCADE JOHANNES KAKPO

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : ARCADE JOHANNES KAKPO
DATE: 04/05/2023
TIME: 14:00
LOCAL: online via google meet
TITLE:

IMPLEMENTATION OF DIPAC IN TWO DIFFERENT CLASSES OF EPTNM IN CONTEXTS OF HYBRID TEACHING AND REMOTE TEACHING BEFORE AND DURING THE COVID-19 PANDEMIC IN READER TRAINING AND IN THE DEVELOPMENT OF COMMUNICATIVE SKILLS IN ENGLISH

KEY WORDS:

Foreign language teaching and learning. Emergency remote teaching (ERE). Adaptive and complex pedagogical interactional dynamics (DIPAC). Complexity paradigm. Multimodality and blended learning (AM).

PAGES: 263
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

The present research takes into consideration five (5) periods, movements or interactional contexts of education or characterization of social life, of thought, professional or business life, which are: post-modernity, post-method, post-Taylorism, post-digital and the covid-19 pandemic. It is part of the intersection between teaching and meaningful learning, both for the student and for the teacher, along with Kumaravadivelu's propositions regarding situated and personalized teaching, and the theorization of these successful teaching practices to reach the use or the replicability. It addresses the development of literacies: literacy events and literacy practices, as essential elements for the formation of citizens and cybercitizens aware of their roles in the society. The research has a qualitative nature and seeks to answer the following question: “how to assist in the formation of a literary reader and in the development of the communicative competence of English as a foreign language, of the participating students, within the learning process, based on the blended learning used via the Adaptive and Complex Pedagogical Interactional Dynamic (DIPAC)?” The initial study proposal was adapted, however, due to the covid-19 pandemic, based on the observation of DIPAC in three groups: the one with which the study began, in 2019, and a second group observed in 2020, both at COLTEC/UFMG; to then consider a third implementation in multilevel classes (from CEFET-MG), in which the teachers applied this Dynamic developed by Professor Vicente Parreiras, and presented extensively in Batista's dissertation (2021), whose data are also part of the present research and analysis. In our hypothesis, the use of blended learning (Flipped Classroom; rotation by stations; gamification, etc.) as well as the motivation, autonomy, and interaction factors in the integrative contexts of digital/computational resources, enable the formation of readers and a satisfactory development of communicative competence in the Schools of Vocational and Technological Education of Secondary Level (EPTNM) where they are implemented. The educational practices investigated made it possible to observe to what extent and in what way this approach influences the trajectory of the process of teaching and learning English in formal contexts. For this, data related to the implementation of DIPAC, at COLTEC/UFMG, were collected, using field notes, questionnaires, assessments and self-assessments of students and teacher, the productions individual and collaborative, the students written and oral presentations, and the interviews carried out with the participants. The second part of the research consists of collecting the perception of the two teachers regarding the engagement of all students participating in the research, regardless of their knowledge of the target language, through the collaborative production of textual genres based on blended learning.

COMMITTEE MEMBERS:
Presidente - VICENTE AGUIMAR PARREIRAS
Externa à Instituição - RITA DE CÁSSIA AUGUSTO - UFMG
Externa à Instituição - MAYSA DE PADUA TEIXEIRA PAULINELLI - UNIFESSPA
Externo à Instituição - ALVARO JOSÉ DOS SANTOS GOMES - UFMS