O PROCESSO DE APRENDIZAGEM DA LÍNGUA INGLESA NO CONTEXTO EXTRACURRICULAR: um estudo sobre tecnologias digitais da informação no ensino remoto

Abstract

This research aims to analyze perceptions about class and student learning regarding remote teaching and the use of DICT. It is also intended to understand how students adapted to remote classes held to the detriment of social isolation actions due to the COVID-19 pandemic, using DICT; Understand how students adapted to remote classes, using DICT; and Relate the learning conceptions that students had about remote teaching and bringing comparative perspectives with face-to-face teaching. From qualitative nature, this research has as participants 6 students, enrolled from the 9th year of elementary school to the 3rd year of high school, in an extracurricular project in English in the year 2021. The Discussion Group was used as a technique for data collection, through a script of guiding questions, carried out face-to-face, with 3 meetings and 6 students from the aforementioned project, whose participation criterion was upon acceptance of the invitation, as well as the consent of the parent or guardian. The Discussion Group meetings were recorded and transcribed using Google Docs software. The transcribed texts were analyzed using content analysis. The results showed that students did not have instrumental preparation to deal specifically with exclusive digital tools for the smooth running of remote classes. Face-to-face teaching, without a doubt, is the system most accepted by the study participants, considering that remote teaching provided, in addition to distractions, apathy and lack of interest. Objectively, the students' perceptions regarding the IL learning process with the use of TDIC carry important concepts for the surveyed literature. Regarding the use of TDIC to reconcile this learning process, it is noted, however, a failure to not notice that there are other viable ways of learning. Thus, the digital format of classes sought to suppress the lack of resources, such as blackboard and chalk, with the insertion of more technological methods. Especially with the concepts of ZPD and ZDR, it was noted that the involvement of these students in learning, analyzed under this socio-interactionist prism, could, in an ambivalent way, lead the less experienced individual to the appropriation, in and through interaction, of knowledge that culminated with their initial aspirations.