Banca de QUALIFICAÇÃO: JANE LEMOS RAVAGNANI
Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.DISCENTE : JANE LEMOS RAVAGNANI
DATA : 12/08/2022
HORA: 14:00
LOCAL: Sala virtual - Google Meet
TÍTULO:
ENGLISH LANGUAGE TEACHING AND LEARNING FOR CHILDREN IN TIMES OF THE COVID-19 PANDEMIC: conceptions of teachers, school managers and parents
PALAVRAS-CHAVES:
Applied linguistics. Multiliteracies. English language. English language for children. COVID-19 Pandemic.
PÁGINAS: 150
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:
This master thesis investigated the conceptions of school managers, teachers and parents of students about the teaching and learning of the English language for children who experienced the Covid-19 pandemic, in order to understand their learning and confrontations were resulting from the period, how they relate to the previous one and the subsequent reflexes to social distancing. It was verified which multiliteracies were identified before emergency remote teaching and which were stimulated during remote teaching and later, from the perspective of people who relate directly to students who integrate the public schools of Lucas do Rio Verde-MT town, in the state of Mato Grosso, Brazil.We are based on the theoretical assumptions of Applied Linguistics, which discuss the concepts of teaching and learning in English (MONTE MÓR, 2000; 2002; 2008; RAJAGOPALAN, 2005, among others), in English language for children (ROCHA, 2008; SANTOS). E BENEDETTI, 2009; RAVAGNANI E JUSTINA, 2021), teaching in pandemic times (BERALDO, 2020; LIBERALI, 2020), about literacies and multiliteracies in theoretical assumptions that conceptualize the meanings in a way that allows relating them to that moment (FREIRE , 1987, 1989, 1996; THE NEW LONDON GROUP, 1996; SOARES, 2002, 2003, 2004; STREET, 2003; KLEIMAN, 2007; COSCARELLI, RIBEIRO, 2011; ROJO, 2012, 2020; KALANTIZS et al., and 2020) with regard to emotions (BARCELOS, 2015; BARCELOS, DA SILVA, 2015; NÓVOA, 2020). Regarding the methodological contribution, we based the research on the principles of qualitative research (BAUER and GASKELL, 2002; ANDRADE and HOLLANDA, 2010), of an ethnographic nature (SPRADLEY, 1980; WATSON-GEGEO, 1988). For data generation, semi-structured interviews and observations were carried out with field notes recorded by the researcher. Data analysis is guided by the interpretative approach (SCHWANDT, 2000; ORLIKOWSKI, BAROUDI, 1991). The data showed that multiliteracies were stimulated according to the conceptions of the three groups of participants through the use of digital technologies for pedagogical purposes, which contributed to contextualized and meaningful teaching-learning for children. However, all those involved in this scenario faced challenges in relation to adapting to remote teaching and the need for social distancing that sometimes aroused distressing emotions and some students did not achieve satisfactory learning results, even in the face of the Herculean effort of teachers.
MEMBROS DA BANCA:
Presidente - 82419001 - OLANDINA DELLA JUSTINA
Interno - 132024001 - ANA CAROLINA DE LAURENTIIS BRANDAO
Externo ao Programa - 132146001 - BARBARA CRISTINA GALLARDO