O uso de vídeos na aula de língua inglesa: experiências e contribuições para a aprendizagem no 1º ano do Ensino Fundamental em uma escola pública no município do Rio de Janeiro

Abstract

English language teaching has been expanding irregularly into the early years of Elementary School, in the private and public schools of Rio de Janeiro. However, it is only compulsory since the 6th grade of Elementary School (BRASIL, LDB 9394/96, art. 26, §5º). Despite the great demand, the lack of public policies that regulate the teaching of the language makes it no longer participate in various public policies for investment in Basic Education, such as the PNLD. In addition, there are still many challenges and obstacles present in English language teaching, especially in the context of public schools, such as the lack of infrastructure and the excessive number of students per class (BRASIL, 1998; MOITA LOPES, 2005 apud ROCHA, 2010; ALMEIDA, 2012; LEFFA and IRALA, 2014; SCHLATTER and GARCEZ, 2009). Considering the relevance of teaching an additional language in its social character (BRASIL, 1998, 2018; SCHLATTER and GARCEZ, 2009; LEFFA and IRALA, 2014) in Basic Education, in an attempt to contribute to the learning of the mother tongue and to the citizen formation of the individual (FREIRE, 1979, 2006, 2016), this research aims to investigate how the implementation of a digital catalog of educational videos can contribute to the development of more significant and critical work in English language teaching by developing the practices of multiliteracy (COPE and KALANTZIS, 2009; PEREIRA, 2013; O’ROURKE, 2005; CAZDEN et al., 1996) through discourse genres (BAKTHIN, 2003; BAZERMAN, 2006; DOLZ and SCHNEUWLY, 1999; FIORIN, 2006 MARCUSCHI, 2002) multimodal (JEWITT, 2008; JEWITT; BEZEMER; O'HALLORAN, 2016; KRESS and VAN LEEUWEN, 2006). This work represents a need of mine as a teacher in the municipal schools, verified through classroom practice. Thus, I have found Post-Graduate Program of teaching in Basic Education (PPGEB-UERJ) in an attempt to contribute to overcome the obstacles presented here. With a qualitative and interpretativist methodology, this study was developed from my experiences in a 1st grade class of Elementary School. Due to the pandemic situation, data collection was compromised, so the analysis of the data result from experiences during classes. As final considerations of the research, the experiences point out that the use of videos stimulates the student's motivation to learn the English Language (HAYDT, 2003), being contextualized and significant in the first years of Elementary School, seeming to meet their expectations regarding the learning of an additional language. Thus, as a product, a digital catalog of videos was prepared for the 1st grade of Elementary School. In short, this work proposes a reflection on the current scenario of English Language teaching in the initial years of Elementary School, aiming at its resignification.