Martins, Selma AlasBeserra Júnior, Amauri Gomes2024-12-122024-12-122024-09-17BESERRA JÚNIOR, Amauri Gomes. Ferramentas digitais nas aulas de língua inglesa: uma experiência baseada nas metodologias ativas em uma turma de oitavo ano do ensino fundamental 2. Orientadora: Dra. Selma Alas Martins. 2024. 185f. Dissertação (Mestrado Profissional em Inovação em Tecnologias Educacionais) - Instituto Metrópole Digital, Universidade Federal do Rio Grande do Norte, Natal, 2024.https://repositorio.ufrn.br/handle/123456789/60850This research addressed the following theme: digital tools in English language classes: an experience based on active methodologies in an eighth-grade class of Elementary School 2. The problem in question arose from the lack of interest and engagement of students during English classes, leading us to propose the use of digital tools in order to involve students in the learning process. Thus, we asked ourselves: what are the implications of the use of digital tools, based on active methodologies, in the teaching and learning of English language in 8th-grade classes of EF2? In turn, the general objective of the research was to understand the implications of the use of digital tools, mediated by active methodologies, in the teaching and learning of English language in an 8th-grade class and as specific objectives we had: to investigate the use of digital tools Whatsapp, Padlet, Wordwall, Kahoot and Canva, mediated by active methodologies, in the participation and engagement of studentsin English classes; to analyze whether digital tools, associated with current themes and mediated by active methodologies, help in learning English Language (EL) through collaborative work and to evaluate whether the intervention proposal with the use of digital tools produced changes beyond learning English. Among the active methodologies, we chose Project-Based Learning (PBL), collaborative learning, flipped classroom and mobile learning. To develop the research, we worked with authorssuch as Zabala (1998), Moran (2006; 2013; 2015; 2018), Almeida and Valente (2011; 2012), Bender (2015) Bergmann and Sams (2018), Freire (2015), Vygotsky (1991), Dillenbourg (1999), among others. In turn, the method used was action research. Based on the analysis of the data from the pilot carried out in 2022 with eighth-grade classes, we decided to develop our work in just one class from that grade. After collecting and analyzing the data, we found that, although we worked on activities in English during our project: Global warming and natural disasters, it was not possible to verify effective learning in English by most of the students. However, they learned to work collaboratively and to respect differences, in addition to developing and gaining autonomy. The final product, the website English is fun!, created during the pandemic and later reformulated, served to publish the work of the pilot classes and the one targeted by our research, in addition to adding activities, games, videos and appsto assist in the study of English in the EJA classes, sixth, seventh and eighth grades of our school.Acesso AbertoFerramentas digitaisLíngua inglesaMetodologias ativasmasterThesisCNPQ::CIENCIAS HUMANAS::EDUCACAO