Perspectiva de um professor-pesquisador da educação básica sobre o ensino de inglês durante a pandemia à luz da pedagogia do pós-método

Abstract

The year 2020 was marked by changes and adaptations in all the world sectors, due to the Covid-19 pandemic. In view of this, the public organs which are responsible for education in the country proposed measures for the Emergency Remote Teaching (ERT) development, redirecting all face-to-face classes to online classes using Google, Microsoft, Meta digital platforms and resources. Confronted with this, the research objective is to analyze which adaptations were necessary in the author’s English teaching environment in basic education, when moving from face-to-face to remote teaching in a pandemic context, as well as what were the procedures and tools used in order to align the new practices with the Post-Method Pedagogy parameters Kumaravadivelu (2003; 2006; 2012). In addition, to analyze what were the Google, Microsoft and Meta (Whatsapp) ecosystem limits and possibilities used in this relationship establishment, in a specific teaching English context during emergency remote teaching from March to December 2020. The research is characterized as qualitative, based on interpretative and exploratory document analysis and it is configured as a case study according to Lüdke and André (1986), focusing on the teacher-researcher's perspective. The analysis objects are: a) initial education planning records for the 2020 school year (before the pandemic); b) teaching replanning records for the school year (during the pandemic); c) the implemented digital resource functionalities in the platforms for interaction and mediation (student-student, student-teacher, student-content), according to Moore (1998), Garrison (1998: 2003), Mattar (2009).The analyzes based on the data triangulation allow problematizations about the interaction and mediation possibilities interpreted by the teacher-researcher in his teaching English process mediated by digital platforms. As analysis categories, the ten macro-strategies were used, according to the Post-Method Pedagogy proposed by Kumaravadivelu (2003; 2006; 2012).The theoretical foundation is based on teaching planning and implementation discussions present in the Communicative Approach , according to Vieira-Abrahão (2015) and in the Post-Method Pedagogy Kumaravadivelu (2003; 2006; 2012).The research results showed the importance of teacher-researcher mediation during the research period in order to promote interactions teacher-student and student-student, as well as student-content, using space-time combinations for synchronous and asynchronous moments to teaching English using part of the digital platform features, which reinforces the current hybrid quadrants proposal ABMES (2021) for basic education. In addition, it became evident the need for further, theoretical deepening on the instructional design notion in basic education, according to Filatro (2015) for the content organization on these platforms, which can contribute to the debate on remote teaching in this context.