Ampliando conhecimentos sobre a sala de aula invertida no ensino de língua inglesa como língua estrangeira em ambientes remotos.

Abstract

Digital Technologies (DT) have been changing the English teaching scenery, our language of interest. The digital resources and the logic that permeates this insertion in the pedagogical universe, specifically in this referred field, can contribute to innovate and dynamize the English teaching as a foreign language, providing the development of pedagogical practices that contribute to the knowledge construction. With the new possibilities offered by DT, other pedagogical paths are proposed, such as the flipped classroom, a hybrid teaching model, which may imply in innovative conditions for structuring English teaching and it is the focus of our work. Recently, with the adoption of Emergency Remote TeachingERT, a teaching model used by innumerous educational institutions during the pandemic context caused by COVID19, the role of teachers and students was redifined and consequently brought new demands to education professionals. Therefore, the general objective of this research is to investigate the epistemological and methodological implications arising from the flipped classroom for the remote English language teaching process of a language school. As a result of this, three specific objectives are proposed: 1. to identify knowledge construction processes for the Englisg language teaching teaching through the insertion of the flipped classroom methodology in remote environments; 2. analyze how the methodological guidelines that support the concept of flipped classroom are manifested in teaching practice in the investigated context. Our work is an action research with a qualitativeinterpretative approach and it was carried out in a language school, in the city of PatosPB, where we work. The research had as participants 15 beginner students from Basic 1 and Express 1 classes. Our corpus is built by field notes made by the teacherresearcher, by the questionnaire, by the messages in the WhatsApp groups of the respective classes, by the recordings of the classes and by the interview. The generated data were observed, triangulated and constituted in two categories of analysis: 1) student's knowledge construction; 2) guiding methodologies of the researcher teacher’s actions. The discussions are based on the contributions of the Pedagogy of the Multiliteracies conceived by the New London Group (1996), on the knowledge construction processes of Kalantzis and cope (2005; 2008), in Kumaravadivelu (1994; 2003; 2012) and Prabhu (1990) conceptions on language teaching. As well, as on Bergmann and Sams (2016) conceptions about the flipped classroom, among others. The results show that the knowledge processes were manifested in different ways which enabled the identification of traits of students' protagonism. We also found that knowledge can be built and shared anywhere and by different agents.