Banca de DEFESA: JANE LEMOS RAVAGNANI
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.DISCENTE : JANE LEMOS RAVAGNANI
DATA : 28/09/2022
HORA: 14:00
LOCAL: https://meet.google.com/qxm-yrei-avm
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. English language. English Language for Children. Covid-19 pandemic. Multiliteracies.
PÁGINAS: 200
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:
This master thesis is the result of a research about the conceptions of teachers, managers, and parents of students about teaching English Language to children that experienced the Covid-19 pandemic and also they learn the language. The purpose of this study is to understand what were their learning and confrontations resulting during this period, how they relate to the period that precedes it, and the reflections afterwards of social distancing. Multiliteracies were identified and were present in the process before the emergency remote teaching and were stimulated during and after that teaching modality, from the perspective of people who relate directly with the students that integrate the public schools in Lucas do Rio Verde, Mato Grosso, Brazil. The theoretical assumptions go through Applied Linguistics and discuss the concepts of English language teaching and learning (MONTE MÓR, 2000; 2002; 2008; RAJAGOPALAN, 2005, among others), 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 researchers that conceptualize the meanings in a way that allows relating them to the moment in focus (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. , 2020) and regarding emotions (BARCELOS, 2015; BARCELOS and DA SILVA, 2015; NÓVOA, 2020, to name a few). In relation to the methodological contribution, the study is based 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 the children. However, the conceptions in relief show comparisons between face-to-face and remote teaching, where all those involved in this scenario faced challenges in relation to adapting to remote teaching and the need for social distance that, at times, aroused afflictive emotions, and some students did not achieve satisfactory learning results, even in the face of the teachers’ herculean efforts.
MEMBROS DA BANCA:
Presidente - 82419001 - OLANDINA DELLA JUSTINA
Interno - 132024003 - ANA CAROLINA DE LAURENTIIS BRANDAO
Externo ao Programa - 132146001 - BARBARA CRISTINA GALLARDO