Aproximando teoria e prática: a utilização da abordagem pedagógica sala de aula invertida para o ensino do gênero textual biografia em um curso de inglês para fins específicos

Abstract

This research aimed to investigate how the use of the Flipped Classroom approach can contribute to the teaching of writing of the textual genre biography in English. Collaborative writing was used in the development of this work allied to the conception of textual production as a recursive process, considering its stages: brainstorming, first version, revisions, feedback, rewriting and publication. The work was carried out in a group of English for Specific Purposes of a private college in the city of Ponte Nova-MG, formed by students coming from the courses offered by the institution. The didactic procedures adopted for the teaching of writing were those related to the implementation of the Flipped Classroom through the production of videos and face-to-face classes, in addition to those related to the context of the genre, its discursive-multimodal and lexicon-grammatical aspects. Data collection was initiated with the application of the first questionnaire, prior to the first production and implementation of the Flipped Classroom, which aimed to obtain information about the students' previous knowledge about English writing and their digital literacy profile. The second objective was to investigate if there were changes in the students' perception about the teaching and learning process of the textual genre biography made possible by the Flipped Classroom and permeated by collaborative and procedural writing. We analyzed the first and last versions of the students so that we could observe the effectiveness of the didactic-pedagogical procedures adopted. Based on the data analyzed, it was possible to conclude that the use of Flipped Classroom was an effective pedagogical approach for the teaching of textual writing biography in English, combined with the conception of writing as a cyclical and collaborative process.