Convite – PPGI Lecture

23/05/2019 16:38

Olá, no dia 27 de maio (segunda-feira) acontecerá o evento PPGI Lecture ministrado pela Professora Lucía Silveira Alda intitulado “Active Methodologies in the School: The Multiplicity of Project-Based English Language Learning”

Título: Active Methodologies in the School: The Multiplicity of Project-Based English Language Learning
Data: 27/05/2019
Sala: Machado de Assis, 4º andar, Bloco B, CCE/UFSC.
Horário: 14h00
Contamos com a presença de todos!

Resumo: This study derives from the need to rethink the didactic-methodological praxis for an effective and sustainable English language teaching in the public school. Given the conditions that exist in most Brazilian educational spaces, such as the heterogeneity of the group of learners, the overvaluation of standardized tests and the low insertion of technologies in the teaching and learning process (Pelizzari, 2003, Cunha & Miccoli, 2016), this work finds in the Project-Based Learning (PBL) methodology a collaborative way of minimizing these obstacles and fostering, in addition to language learning, the development  of  fundamental  skills  to  meet  the  demands  of  the  century  (Levi & Murnane, 2003, Wagner, 2008, Pellegrino & Hilton, 2012, Graham, 2015). As a result, this research aims to investigate the effects of a collaborative project-based  learning in English language classes. To do so, based on the ass umptions about PBL (Dewey, 1897,  Barbosa,  Moura  &  Barbosa,  2004, Barbosa  &  Moura,  2013)  and  in  the considerations on Multiple Intelligences (Gardner, 1983, Armstrong, 1994, Barrington, 2004) and mobile technologies (Kukulska-Hulme & Traxler, 2005, Saccol, Schlemmer &  Barbosa,  2011),  we  developed  an  English  learning  project  in  which  students planned, produced and developed an audiovisual product, namely a short film. From a diversity of tasks, including the construction of a narrative, considering the creation of characters and dialogues, the students worked collaboratively towards a common goal.  The  results  of  these  productions, as  well  as  the  whole  process  of  project development,  are  taken,  in  this  thesis,  as  elements  for  analysis.  Based  on  the observation of the data collected ex-post facto (Kerlinger, 1973, Gil, 2008) and the survey carried out through questionnaires and semi-structured interviews (Marconi & Lakatos,  1999),  we  identified  relevant  aspects  in  the  implementation  of  this  active methodology (Rocha & Lemos, 2014, Morán, 2015, Bacich & Morán, 2018), as the students’ longing for practical activities and the benefits of collaborative work. This methodology, in the context of regular education, presented itself as an efficient and sustainable  alternative  (Moraes  &  Gardel,  2009)  regarding  the  learning  of  English language in  the  public  school.  Also,  in  association  with  mobile  technologies,  this proposal made possible a new meaning for learning, contributing to the development of skills and competencies that are fundamental for the lives of learners, in line with the  needs of  a  highly  technological  and  globalized  society,  based  on  constant socioeconomic changes. In face of these factors, PBL allows gathering subsidies to think about the promotion of changes in the praxis of teaching and learning languages without ignoring the macro determining factors of the school conditions.