Banca de DEFESA: DAIANE PATRÍCIA LOPES LIMA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DAIANE PATRÍCIA LOPES LIMA
DATE: 28/09/2023
TIME: 15:00
LOCAL: VIRTUAL
TITLE:

COMPLEXITY PARADIGM: hybrid teaching and active methodologies in teaching classes English language in a public school

KEY WORDS:

Complexity paradigm. Active methodologies. Meaningful learning. Hybrid teaching. English language classes. Integration of TDICs into pedagogical processes.

PAGES: 145
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

Public schools have undergone numerous transformations following the COVID-19 pandemic. Teaching, which was already showing signs of decline, needed to reinvent itself, and, consequently, some changes were observed in the Brazilian educational system. In this context, hybrid teaching presents itself as an efficient alternative for students and teachers in public schools. This research aims to investigate the influence of the pedagogical proposal of an English language teacher in a hybrid teaching context in a school in the state education network in the state of Minas Gerais, from the perspective of active methodologies and the complexity paradigm, to discuss possible movements of co-adaptation, emergence of meaningful learning and student centrality in order to mitigate the linear school culture. This research used as a data source an English language class in the second year of high school, for which the teacher created a lesson plan in the context of hybrid teaching. The teacher in question stated that she does not include Digital Information and Communication Technologies (TDICs) in her pedagogical practices. This work was developed in a room, where, in the past, a linear teaching system prevailed. The environment was conducive, thus justifying the need for this research so that we can observe the behavior of the complex dynamic system in a new context of meaningful learning. The methodological procedures of the research were the observation and recording of a class with the aim of describing and classifying the movements observed in the classroom. The aim was also to clarify some questions such as the presence of evidence of the assumptions of active methodologies, emergency movements, co-adaptation, student-centeredness and significant learning occurring in the English language classroom in a hybrid teaching context. The studies were based on the theoretical assumptions of Larsen-Freeman and Cameron (2008). The results obtained validate the research hypothesis, showing that the pedagogical proposal used by the English language teacher, under active methodologies and the complexity paradigm, produced movements of co-adaptation, emergence of significant learning and student centrality, while counterbalancing school culture prevailing linear. The interaction between these elements revealed a progressive shift towards a more dynamic, adaptive and student-centered teaching environment.

COMMITTEE MEMBERS:
Presidente - VICENTE AGUIMAR PARREIRAS
Externa à Instituição - MÍRIAM RABELO GONTIJO
Externo à Instituição - GASPERIM RAMALHO DE SOUZA
Externo à Instituição - ALVARO JOSÉ DOS SANTOS GOMES