O uso de dispositivo e aplicativos móveis em sequências didáticas no ensino fundamental: agência e aprendizagem de inglês

Abstract

This dissertation focuses on mobile learning in the public school and perceptions about the use of mobile applications in the context of English language, starting from the premise that mobile devices have the potential to expand classroom activities, considering their use in the students who are always connected to the network via smartphones, access their favorite sites and applications in school and in various contexts. Mobile learning can offer unique opportunities for the development of student-centered teaching-learning pedagogies (CROMPTON, 2013), and can influence the development and configuration of pedagogical practices that favor the agency (VAN LIER, 2010) and changing the way students take ownership of the benefits that the available technologies offer in a school community. Considering that didactic sequences are creative ways of linking and articulating the different activities along a didactic unit (XAVIER; URIO, 2006), the research proposes its use allied to mobile learning, by enabling more meaningful, motivating and contextualized practices, teaching the English language locally situated and critically marked. Preliminary studies and readings indicate that Mobile Learning is a very promising area of knowledge, but the schools do not yet accept this methodology as teaching in the school space, which can cause strangeness in the context of the public school, therefore the proposal to develop a didactic sequence as an instrument of classroom expansion can be a solution to these challenges, capable of aligning the school with the extra-class environment. The didactic sequence aims to contribute as a link between learning English in the classroom and other contexts, in a way that is more compatible with the needs of todays society, where students, their portable technologies, their learning styles and their desires are considered. The research was carried out at the Aarão Reis State School, located in Belo Horizonte-MG (9th grade elementary school, in partnership with community members and management team). The collection of data follows the qualitative methodology, descriptive exploratory analysis that includes the application of questionnaires, creation of a WhatsApp group (BRAGA et al., 2017; BOUHNIK; DESHEN 2014; LOPES; VAZ 2016), seeking to understand how the didactic sequence contributes to the agency exercise based on analyzes of students contributions in their development. Based on these questions, the research questions were: 1. How can mobile devices and their applications serve as a guideline to broaden student contact with the English language? 2. What resources do they appropriate to learn English via these devices and applications? 3. Is it possible to observe evidence of agency exercises during the appropriation of these devices and the development of the didactic sequence? It was possible to see that mobile learning coupled with the use of didactic sequence can influence the student agency exercise, bringing experiences to the integration of mobile digital technologies in the English language classroom, and that applications, games, tools and other devices interfere in the practice of the agency, especially in English language learning.