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
Sala: Machado de Assis, 4º andar, Bloco B, CCE/UFSC.
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.