Ensino de Línguas Adicionais: do ensino presencial para o modo remoto emergencial

Abstract

This work aimed at finding out if there were studies, and what they say, about the adaptations of face-to-face teaching of an Additional Language to the emergency remote mode in public and private schools in Brazil in 2020 and 2021. As a research methodology, we carried out a systematic review on the Google Scholar platform through logical operators. The resulting corpus was a total of 12 scientific papers, which were read and analyzed. The results of this analysis indicated that teachers considered digital technologies as their allies at the time of the pandemic, but pointed out difficulties in adapting themselves to the remote mode and creating online content, difficulty in working in this modality with children, excessive number of students in classes, lack of resources in schools and an increase in the volume of teaching work. Some papers pointed out that students were participatory and interested in remote classes, while others reported that participation was low, that there was difficulty in accessing and using the material and difficulty in concentrating in classes. Several articles mentioned the use and sharing of materials through various platforms and applications. Finally, some articles reported that schools adapted their activities to the emergency remote mode, keeping the schedules as they were in face-to-face classes, but grouping students differently, with more students in class, and reducing the duration of classes.