Metodologias Ativas de Aprendizagem: o ensino de Fonologia pelo celular

Abstract

The present dissertation aims to help students to develop knowledge about phonology topics through the use of active learning methodologies, specifically the use of cellphones devices. With this research, it is expected to offer / develop: (i) flexible knowledge; (ii) effective problem-solving skills; (iii) effective collaboration skills and (iv) intrinsic motivation. Through the theories about Active Methodologies, an alternative with great potential to meet the new demands and challenges of a new scenario in which the school is inserted in the 21st century, three mobile applications were formulated for the Android platform, which were shared with students from a sixth grade class of Elementary School so that a sequence of activities - idealized based on the Didactic Sequence of Dolz and Noverraz and Schneuwly (COSTA-HUBS and SIMIONI, 2014) - could be realized. From the perception that multilevel practices are necessary in our society as contemporary texts present themselves as multimodal, or multisemiotic, "and that require the capacities and practices of understanding and producing each of them (multiletramentos) to to make meaning "(ROJO, MOURA, 2012, p.19), it is understood that it is the school's duty to provide spaces for such practices to take place. It is also understood that the teacher should be responsible for stimulating "a scientific curiosity and for the role of prominent mediator of information" (MOLLICA, M. C; LEAL, M. et al., 2017 p. 10). The results of the intervention indicate that the students participating in the research, through questionnaires, were in favor of the approach proposed through the modules of the Sequence of Activities. Thus, based on what was analyzed here, it was possible to perceive that the Active Methodologies offer an alternative path for teachers who seek new horizons to adapt the contemporary school to the real needs of the students.