Ferramentas digitais em contexto escolar: produzindo histórias em quadrinhos em Língua Inglesa

Abstract

Social practices are in a process of innovation, which requires the search for improvement of pedagogical work. In order to contribute to foreign language teachers, this thesis, based on the perspective of Grounded Theory (GT), Aims to analyze the influence of these tools in the process of teaching and learning English language in digital environment, during the production of comics. This study specifically proposes to: 1) identify development signs learner’s autonomy from the use of digital tools in the context of learning EL; 2) assess the level of satisfaction of students regarding the use of digital tools in the discipline of EL. To achieve these goals, data were collected with the aid of three investigative instruments: questionnaire, field notes and comics produced by the students. The collected data were analyzed according to the procedures of the Grounded Theory. This research took place in the first semester of 2017 and was developed in the context of the English language course, in a public school in Santa Maria city - Rio Grande do Sul (RS) state, composed of 500 students, distributed between Elementary School I and II. This school has two classes of 9th grade, in the morning shift, students aged between 13 and 15 years old. In the total, 48 students participated in this research, of which 25 are from class 9 A and 23 from 9B. From the analysis emerged 6 (six) pre-categories and 4 (four) global categories: motivation, teacher as a mediator, learning mediated by technology and acquisition of vocabulary and grammar. In view of the results obtained in this study, it was perceived a greater engagement of the students with the textual production in English, as well as the improvement of linguistic knowledge, from the proposal of the use of classroom digital tools, as it was observed the acquisition of new vocabularies and the use of knowledge acquired in class. Moreover, it was observed that learning is easier and more motivating when exposed in different ways to the students, taking into account the individual learning process of each subject. The importance not only of the existence of digital tools in the school context, but also the need for the teacher to plan activities that promote the literacy of students, in an interactive environment, contemplating social practices mediated by the use of digital tools.