Promover a literacia digital crítica através de podcasting, trabalho colaborativo e interaçãooral
DOI:
https://doi.org/10.21803/penamer.17.35.784Palavras-chave:
Ensino e aprendizagem de inglês, interação oral em inglês, podcast, práticas colaborativas, letramentos digitais críticosResumo
Introdução: O domínio de um segundo idioma ou de um idioma estrangeiro, especialmente a comunicação oral, é complexo e desafiador, influenciado por pressões externas, como visto nas reformas da política educacional e linguística da Colômbia, que forçam os professores e as instituições a abordar com os alunos como desenvolver habilidades linguísticas. Objetivo:
explorar como o desenvolvimento de podcast colaborativo, como uma prática crítica de alfabetização digital, pode melhorar a interação oral e crítica dos alunos da 11ª série em inglês. Metodologia: conduzida em uma escola pública, a pesquisa emprega uma abordagem qualitativa dentro de uma metodologia de estudo de caso. Embora técnicas quantitativas,
como listas de verificação e questionários, tenham sido usadas para a coleta de dados, o estudo mantém um projeto qualitativo. Por meio de entrevistas semiestruturadas com um subgrupo de cinco alunos, os participantes refletiram sobre suas experiências de aprendizado colaborativo e interação em inglês durante a construção de um podcast. Os dados foram
analisados usando um método de triangulação. Resultados: a análise temática revelou que o desenvolvimento de podcasts colaborativos promoveu a interação oral em inglês entre os participantes, incentivando a colaboração, o compartilhamento de pensamentos e sentimentos e o aumento da confiança no idioma. Discussão e conclusões: O estudo
defende o reexame das práticas digitais em sala de aula para promover a interação oral em inglês a partir de uma perspectiva crítica. Ele recomenda o desenvolvimento colaborativo de podcasts como uma prática digital para aprimorar a interação oral, capacitando os alunos a usar o inglês em contextos sociais e acadêmicos.
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