O vídeo como ferramenta motivacional nas aulas de espanhol: uma experiência na educação de jovens e adultos

Abstract

The demands of the contemporary world inevitably impel us to the use of various technologies in the school environment. In this perspective, by inserting TDIC in our teaching practice, we can not only enhance teaching-learning, but also make apprentices more motivated and interested in classes. This research aimed to develop a collaborative activity between teachers and students in order to motivate them to learn Spanish. In this direction, we decided to investigate how students of Youth and Adult Education (EJA) perceive the use of technology in Spanish classes; propose, under the mediation of didactic sequence, the production of video as a tool to promote language learning; as well as assess whether the product performed by the students focused on increasing motivation and interest in learning. The theoretical foundations that guide this research were based, notably, on the works developed by Moran (1995); Freire (1996); Dolz, Noverraz and Schneuwly (2004); Lima (2008); Valente (2012); Barrére (2014); Leffa (2016); Bacich and Moran (2017). The methodology used is qualitative in nature and is characterized as action research. In addition, it has a bibliographic bias, since it uses materials already published, and supports the intervention proposal applied to the apprentices of the 1st grade EJA high school in the public Christmas network. As data collection instruments for this research, we used two questionnaires and a conversation wheel, which were analyzed according to the Content Analysis technique, based also on the theoretical input adopted. The results indicate that the audiovisual production activity carried out by the students promoted the engagement and motivation to learn the Spanish language and gave opportunity to be the main actor of their learning process. The dissertation generated an educational product, which was configured as a didactic sequence.