Aprendizagem de línguas em tempos de COVID-19: experiências de docentes de inglês em formação consignados em diários reflexivos
DOI:
https://doi.org/10.17533/udea.ikala.v26n3a06Palavras-chave:
COVID-19, diários guiados, ILE, emoções, formação docente, indagação narrativa, diários de reflexãoResumo
Neste artigo, apresentamos os resultados de um estudo qualitativo fundamentado na teoria sociocultural das experiências vividas por 29 estudantes em aulas de língua estrangeira como parte de um programa de Licenciatura no Ensino de Inglês em uma universidade pública do centro do México. O estudo fundamentou-se em teorias socioculturais e foi desenvolvido quando as aulas passaram a ser online devido à pandemia mundial da covid-19. Nesse programa, os estudantes aprendem uma língua estrangeira em um quadro teórico de aquisição de idiomas e documentam sua experiência de aprendizagem de idiomas por meio de diários reflexivos. Um mês depois da nova modalidade online, pediu-se aos estudantes que escrevessem em seus diários sobre um artefato histórico que representaria sua experiência durante a pandemia para um historiador de 100 anos no futuro. Usando um método comparativo constante, as histórias narradas nos diários orientados iluminam os desafios enfrentados e as emoções resultantes, revelando desde um otimismo juvenil até uma ansiedade esmagadora. O estudo tem implicações para compreender as respostas emocionais dos estudantes sobre seu processo de aprendizagem de línguas no meio de uma pandemia, e destacam a importância de criar atividades que promovam a reflexão.
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