O ensino-aprendizagem de língua espanhola no ensino remoto emergencial segundo algumas pesquisas educacionais

Abstract

The present study of completion of course aimed to know how the teaching-learning of Spanish language occurred during emergency education due to the pandemic of COVID-19 through scientific literature, specifically, sought tose: a) systematize the main changes and adaptations made by L.E. teachers in relation to Spanish language teaching-learning during emergency remote education present in the existing literature. b) identify trends and patterns in emerging teaching knowledge, which were developed during remote education. c) describe the pedagogical strategies and curricular adaptations related to the Spanish Language during the pandemic. E, d) understand the evaluation process in Spanish Language in the context of Remote Education. The pandemic period marked the history of education and consequently the teaching practice. Teachers needed to build and rebuild their knowledge as the need to use them and consequently their teaching practice. In this sense, we seek to address the teaching knowledge to better understand the need and the adaptation process that Spanish language teachers had to go through during the pandemic period. As a theoretical basis to approach the teaching knowledge we use the works of Tardif (2011), Grützmann (2019), Nunes (2001) and Ferreira (2020). To better understand the teaching knowledge in the pandemic we use the works of Ordine e Silva (2021); Cruz, Coelho and Ferreira (2021); and Ramirez et al. (2021). As methodological procedures, the bibliographic research was used and for analysis and discussion of the results we used the thematic-categorical content analysis. Five papers collected in different scientific dissemination platforms were selected. For the analysis of the information it was necessary to develop four categories of analysis, being them: a) Challenges and adaptations of Spanish language teachers during remote teaching b) materials developed for remote classes and digital technologies used c) Methodologies and strategies developed by teachers during remote classes and d) Process evaluation in Spanish in the context of remote education. From this study it was possible to identify that the greatest challenges and adaptations of L. E. teachers were: the adaptation of digital technologies and adaptation of activities. Regarding the methodologies, the analysis showed that most of the teachers used the traditional methodology, content exposure and fixation activity. Regarding the adaptations of the materials of the classes and the availability of them, we can conclude that most of the teachers created/ used video classes and make available through WhatsApp. Finally, regarding the evaluation, it was possible to verify in the studies analyzed that this subject was not well addressed and when they presented the theme, presented in a superficial way. The results of this study corroborates for a possible reflection on the initial teacher training courses in Spanish Language Letters, as well as the need to reflect on the need for continuing education for Spanish Language teachers.