Produção oral em língua espanhola na perspectiva do ensino crítico-emancipatório: uma proposta de curso EaD à luz do design instrucional.

Abstract

This research deals with the context of teaching and learning the Spanish Language (FL), constituting a proposal for a distance learning course (DL), aimed at the development of oral production in FL. The proposal was designed based on an adaptation of the e -Tec - Languages Without Borders course carried out in the light of the ADDIE Instructional Design and anchored in the theoretical bases of Communicative Competence and the Critical- Emancipatory Matrix. The course, product of the adaptation, consists of 4 (four classes) and accounts for 40 hours in the distance learning modality, is hosted in the virtual learning environment - IFAM Virtual School - on the Moodle platform and includes a variety of technologies that aim to mediate teaching of oral production based on language, communication and critical thinking. The evaluation of the proposal involves an empirical study, of the case study type, and validates the product in terms of three dimensions: linguistic-communicative, critical and instructional design of the course. The collected data correspond to the activities, evaluations, questionnaires, information from the (self) evaluation of the subject-participants (with the use of rubrics), observations of the researcher (class teacher) and considerations of an external evaluator (pedagogue responsible for the Technology Center Production of Didactic Material for DL, of the Directorate of Distance Learning of IFAM) which were analyzed in the precepts of content analysis (BARDIN, 2011), likert scale and rubrics of performance and self assessment. In the linguistic-communicative dimension, the results point to the development of the oral production of students who reached plus levels with the contribution of the aspects: promotion of linguistic awareness, autonomy, interaction, feedback, collaboration and sharing while the limitations in this área correspond to the management of the time, workload of activities, the profile of the distance learning student and use of appropriate tools for different didactic situations. In the critical thinking dimension, the students self-assessed themselves with significant development in the argumentation and reflection criteria. The highlighted aspects were: promotion of reflection, activities focused on culture, expansion of worldviews, inclusion of cross-cutting themes, development of an investigative posture and contextualized learning. The dimension of the instructional design of the course was evaluated from the gradation of agreement on a Likert scale, which revealed as contributory aspects the pdf material, the methodology, the topics discussed, the tasks, the tutoring, and the accessible language. On the other hand, the limitations of DI deal with the workload, loading of resources, the need to enhance more interactive and cooperative activities and the organization of the VLE. The educational products resulting from this research are: i) a DL course “Spanish Language: developing oral production based on communicative and critical competences” and ii) A guide entitled “Oral production in Spanish Language: communicative and critical competences in the distance modality - Guide for teachers”.