Letramento crítico e sala de aula invertida : perspectivas no processo de aprendizagem ativa e significativa de inglês no ensino fundamental em rede pública

Abstract

This study presents a dynamic and meaningful proposal of English teaching, as an additional language, for a 9th grade class from a Public Elementary school (SCHLATTER; GARCEZ, 2012; Leffa; IRALA, 2014. BRAZIL, 1996; 2018). It was investigated the possibilities and perspectives that the use of an authorial didactic material, through Canva, with an emphasis on Critical Literacy (CL) (MENEZES DE SOUZA, 2011; DUBOC, 2011 and 2015; JORDÃO, 2013; MONTE MOR, 2013; 2014), as a problematizing approach, and on the Flipped Classroom (FC) (FLIPPED LEARNING NETWORK, 2014; BERGMANN; SAMS, 2016; LEFFA; DUARTE; ALDA, 2016; BERGMANN, 2018), as a hybrid active methodology, offered for the integration between times and spaces for learning English in this context. The Digital Information and Communication Technologies (DICT) were used (SALESI, 2013; BACICH et. Al, 2015; NIC, 2016; MONTE-MÓR, 2017; MORAN, 2018; BRANDALISE, 2019; BRASIL, 2018; SCHEIFER; REGO, 2020) as instruments in the flexibility and promotion of the English teaching-learning process between face-to-face classes and online learning. Besides, they enabled the learning actions from Bloom's Taxonomy, which were essential for cognitive process and innovative learning in that context. However, with the suspension of the face-to-face classes due to the COVID -19 pandemic, synchronous and asynchronous classes were used. As digital and interactive tools, mobile devices and Google Meet, Whatsapp and Canva platforms were contemplated. Through action research (TRIPP, 2005), the data collected through an analysis were the use of the DICT, the didactic material from the perspective of the FC and CL in the English classes, and the teacher’s mediation. The material was used for twenty weeks, showing important results in these classes, namely: a) the possibility that the DICT provided in the flexibility of virtual environments for an active and meaningful learning; b) the advantages of the authorial didactic material for the organization of flipped classes, the structuring of activities from the perspective of SAI and LC and authorial production, providing students with the conscious use of additional language; and, finally, c) the fundamental role of the teacher as a mediator in guiding in the study routine, in giving the necessary pedagogical support, and in creating the learning situations that favored critical thinking and spontaneity English lessons. Therefore, it was possible to notice considerable possibilities and perspectives on the use of Flipped Classroom and Critical Literacy in English classes in a public teaching context, as well as some important gaps to be reviewed and improved regarding the use of hybrid active methodologies and the DICT. Also, some reflections and contributions emerged from the researcher- teacher’s experience while using an innovative and critical approach during remote teaching.