A utilização da videoanimação como proposta pedagógica para professores de inglês

Abstract

The main objective of this work is to investigate, through pedagogical practices, ways of using video animation that circulate in digital contexts for English classes in elementary school 1. Through this, together with English language teachers, we can identify in these proposed pedagogical ways of expanding the potential of teachers in their work. This research presents a theoretical framework that contextualizes authors such as Buzat (2006), Coscarelli and Kersh (2016), Presky (2010), Ribeiro (2018), Rojo (2019) among others, who seek to establish a relationship between digital literacy and the use of digital resources in educational practices. In order to meet the objective of this work, the research was carried out with 4 English teachers working in 4 schools in the researcher’s city, in the interior of the South of Minas Gerais, who teach the English language subject in elementary school 1. The methodology used is characterized by a qualitative nature, outlined through an exploratory approach. As instruments for generating data for the research, a pre-questionnaire was used, followed by a video animation show that circulates in digital contexts and a dialogue with the teachers whose central theme revolved around their perceptions regarding the proposal presented and their school realities. Concluding the research with a post-questionnaire carried out at the end of the meeting with the participants. The results showed that using video animation taken from digital contexts in English classes for elementary school 1 positively contributes to an even more creative and engaging learning environment, expands the teachers’ pedagogical potential and ends up encouraging some of the teachers to put into practice all the content presented. However, the need for collective thinking was also identified regarding pedagogical projects aligned with the use of digital resources in classrooms and an adaptation regarding the digital resources available for work, especially in municipal and state networks, which proved to limit opportunities for innovation in English language teaching.