O ensino de inglês mediado por tecnologia em uma escola da rede pública de Manaus durante a pandemia da Covid-19

Abstract

The emergency remote education was established in Manaus, on March 17th, 2020, and from that date, for two consecutive years, the teachers of 1st Military College of the Military Police of Amazonas were at home, in front of a computer, planning week by week how they would teach by virtual classes. We, teachers, myself inserted in this context and field of research, appropriated tools that had not been used until then and, thus, continued teaching and learning in a new, unexpected and abrupt way, wrapped in an atmosphere of sadness and fear. Facing this unprecedented situation surrounded by uncertainties, this research was conceived with a general objective of apprehending the teaching-learning of the English language, in High School, in the virtual modality, at the 1st Military College of the Military Police of Amazonas, during the mandatory social isolation due to the Covid-19 pandemic, in order to reflect on the current teaching situation of this curricular component. The specific objectives were presenting the configuration of the teaching-learning of the English language, in High School, in the virtual modality, in CMPM I, during mandatory social isolation due to the Covid-19 pandemic; identifying possible gaps in the teaching-learning process, based on both the educational guidelines and the chronotropic dimension in which it is inserted; and reflecting on emerging changes, considering the needs imposed by the socio-educational scenario created by the pandemic. The theoretical foundation addressed the teaching of English and technological mediation, Bakhtinian dialogism, as well as educational guidelines regarding the teaching of English and the use of Digital Information and Communication Technologies, according to the National Common Curricular Base. Concerning the methodology, it was a qualitative documentary research, in the line of research of Applied Linguistics, discussed through a discursive enunciative analysis based on Bakhtin's dialogism. The documentary data were constituted of the lesson plans and the recordings of virtual classes, taught through Google Meet. A Dialogic Discourse Analysis of these data was carried out based on the concept of exotopy, through which I was able to analyze the research context in which I myself was inserted as a teacher. The results from the eighteen studies and the analysis of teaching and planning developed were developed in relation to competencies related to the BNCC. It was found that Cultural Repertoire and Work and Life Project appeared with very low frequency in the analyzed lesson plans and that Self-knowledge and Self-care, Empathy and Cooperation and Responsibility and Citizenship did not appear clearly in the plans. As possible pedagogical results of the research, personally, it was possible, through the exotopy, to observe and analyze my own pedagogical practice, which is a valuable teaching exercise; professionally, after experiencing technology in the classroom, we should not revert to the 'old normal'; and socially, we cannot forget the lessons of the pandemic, a period in which empathy towards the pain of the other made us more understanding and respectful towards our students and their families. May the pandemic pass, but this good behavior remains.