A Plataforma de ensino ChatClasse e a aprendizagem da língua inglesa no ensino médio integrado em agropecuária – Campus Castanhal

Abstract

This dissertation was written with the objective of analyzing the progress of students of the technical course in agriculture and cattle integrated to high school, Castanhal campus, in English language learning, through the ChatClass educational plataform. Thus, it was chosen, methodologically, by the qualitative approach, because it was possible to analyze the construction of learning another language, in the sense of perceiving in which language aspects the students have progressed, as well as their difficulties and limitations. In this context, the data collection occurred through literature review of references in education and work: Ramos (2014), Lemes (2016), Ciavatta (2005; 2012), Marx & Engels (1983); of digital platforms: Moran ( 2017; 2021), Silva (2017); of gamification: Fardo (2013), kapp (2012); of English language teaching- learning: Harmer (2007), Lima; Sousa; Luquetti ( 2014), among other important references to discuss the theme in focus; interviews were conducted with structured questions applied to the research participants and observations during the workshops. The analysis was based on the description and interpretation of data, after cataloging the collection. When it comes to English language learning, it was found that the 23 students belonging to the 3rd grade, of the technical course in agriculture and cattle, made progress in listening and reading comprehension, vocabulary expansion, identification of technical terms and understanding of grammatical and linguistic aspects. However, no progress in writing and speaking skills. For students to be able to develop them, teachers need to think of new interactive methodologies to achieve their engagement, providing a good command of communication skills. Faced with difficulties presented by the students, we produced didactic sequences elaborated and planned from basic to advanced, starting with short texts, word and expression recognition, to more complex discussions about language, as well as more elaborate textual production.