Do outro lado da tela:estratégia, ação e conceptualização do ensino-aprendizagem do espanhol como língua adicional em aulas síncronas on-line

Abstract

This dissertation aims to (i) improve teaching Spanish as an additional language in a context of synchronous online classes with participants who were military personnel of the Brazilian Army; (ii) to understand how students conceptualize their learning process, the Spanish language and themselves, in order to intervene in a Spanish teaching-learning reality regulated by evaluative instruments and (iii) to develop proposals to make this learner more autonomous and participatory not only through the exchange of learning strategies among participants, but also through the postulates of Learning Gamification (BANNEL et.al, 2016). To this end, the qualitative approach of the Action Research (THIOLLENT, 2011) was used, in which participants and researchers are involved in solving problems as well as generating knowledge throughout the process. The research techniques used in this dissertation were: online learning diaries, recorded learning reports and semi-structured interviews. The following metaphors were taken from the research information: LEARNING SPANISH IS A ROUTE, LEARNING SPANISH IS WAR, SPANISH IS A PERSON and A STUDENT IS A RECEPTACLE. In addition, it was possible to realize that the use and recognition of cognitive, metacognitive, social and affective learning strategies by participants in an overlapping way were effective throughout the process of learning Spanish as an additional language. Regarding the postulates of learning gamification, an early collaborative proposal was outlined to assist participants during the process of developing autonomy (SCHALE and SZABÓ, 2000). The theoretical framework of this dissertation is based on the constructs of Cognitive Linguistics (GERAEERTS, 2006), Conceptual Metaphor and Imaging Schemes theory (JHONSON, 1987, LAKOFF AND JOHNSON, 2002; KOVËCSES, 2002, GIBBS AND COLSTON, 2006, FERRARI , 2010), Vigotsky's sociointeractionism (VIGOTSKY, 1987), Cyberculture (LÉVY, 2000; SILVA, 2000; SANTAELLA, 2012, SANTOS 2016; 2018), Learning Gamification (BANNEL et.al, 2016) and Learning Strategies (OXFORD, 1990; CARDOSO, 2016; OXFORD, 2017).