Uso da plataforma Moodle durante a pandemia de COVID-19: a perspectiva de professores de inglês

Abstract

Using technology towards an innovative educational process creates a demand for teachers and students who are critical and reflexive, and who take on different roles in the process of actively building knowledge. It also requires teachers to constantly update their practices, which is not always easy or universally accessible. In 2020, COVID-19 pandemics caused face-to-face classes to be suspended for several months in Brazil, which imposed a great challenge to the agents of basic education who had to carry out emergency plans based on remote activities and virtual learning environments (VLEs). As an English teacher at a federal institute in Brazil, participating in the efforts to implement remote teaching has motivated me to conduct this research. The study aims to understand how English teachers at Colégio Pedro II used VLEs on Moodle during the pandemics and how they evaluate the experience. The study started with a bibliographic review that includes the comparison between the concepts of distance learning (GOMES, 2008), hybrid teaching (BACICH, MORAN, 2015) and emergency remote teaching (HODGES et al., 2020); the definition of learning management systems, such as Moodle, and virtual learning environments (BERKING; GALLAGHER, 2013; DILLENBOURG; SCHNEIDER; SYNTEKA, 2002; BRASILEIRO FILHO; MACHADO, 2002); and the discussion of cyberculture (SANTOS, 2019), digital literacies (DUDNEY, HOCKLY, PEGRUM, 2016), multiliteracies (KALANTZIS; COPE; PINHEIRO, 2020) and teacher education (LIBERALI, 2015). We have also investigated official documents issued by the Ministry of Education, The Board of Education, and Colégio Pedro II. This is an action-research (THIOLLENT, 2011; KEMMIS, WILKINSON, 2011) to which teachers contributed by answering a questionnaire and participating in a semi structured interview, in order to help us build knowledge about the implementation of the VLEs used during the emergency remote teaching period and understand the teachers’ opinions about them