Metodologias ativas e tecnologias digitais de informação e comunicação como aliadas ao ensino de língua portuguesa no ensino fundamental

Abstract

Active learning methodologies are strategies that emerge to enable classes that are closer to students' reality, as well as Digital Information and Communication Technologies (DICT), which contribute to the teaching and learning process, enabling the formation of critical and reflective citizens, through the resolution of real problems in society. This research aimed to analyze the participation of 9th grade students in Portuguese language classes, focusing on engagement in classes planned based on active methodologies and DICT, involving practical and collaborative activities, since it is observed that few teachers in the area plan their classes in such a way. To this end, a systematic review of the literature on the topics of active methodologies and scientific activism was carried out, through the analysis of scientific papers obtained from Google Scholar, with the purpose of verifying whether Portuguese language teachers in the Final Years of Elementary School plan their classes using active methodologies and personalize their classes with socially relevant themes. The search period was from 2018 to 2022, with the following keywords: “active methodologies”, “Portuguese language teaching”, “elementary school final years”, “experience reports”, resulting in nine works, of which two were selected that involved practical activities planned with active methodologies. Based on the information obtained, it was found that many Portuguese language teachers do not use active methodologies in their planning. Thus, a didactic sequence was developed with the central theme “Sustainability”, using the active methodologies brainstorming, cooperative learning, flipped classroom, conversation circle and oral presentation, also involving TDIC and a real problem situation from the school environment. The sequence was applied in three classes of the 9th grade of Elementary School Final Years, totaling 74 students, in a private school in the city of Ponta Grossa (PR), during ten 50-minute classes. The main objective of the research was to observe student engagement and participation in classes planned with active methodologies, focusing on student protagonism. A questionnaire was also administered to the students who participated in the classes, in order to assess how they perceived the planned activities. As a result, it was observed that, with the application of the didactic sequence, student engagement and participation were significantly greater than in traditional classes. The products generated by the students, resulting from the activities carried out, were of great creativity and quality. During the classes, the students stood out as protagonists, interacting in groups and with the teacher, researching and actively participating in the activities. The analysis of the students' responses, based on the content analysis methodology proposed by Bardin (2011), indicated three main categories: engagement, creativity and autonomy, and perception of the active methodology. Engagement was strengthened by collaborative and practical activities; creativity was stimulated mainly in the maker activity, and the active methodology was considered positive, despite some challenges faced by students with difficulties in public speaking. In short, active learning methodologies, combined with the use of ICT, provided a more dynamic and collaborative learning environment, highlighting the importance of adaptations according to the individual needs of students.