Desenvolvimento da habilidade oral em língua espanhola com uso de histórias digitais: uma proposta na perspectiva do ensino crítico

Abstract

This research deals with the creation of a didactic proposal for the teaching-learning process of the Spanish Language, focusing on the development of oral skills and critical thinking, in an integrated manner. That said, we developed we developed a didactic proposal using Digital Storytelling as an educational technology and based on a discussion about racism and gender, in an attempt to address Contemporary Cross-Cutting Topics, specifically, the themes of Citizenship, Civics and Multiculturalism. The proposal is divided into four phases: setting, questioning, knowledge organization and knowledge application, adapted from the Three Pedagogical Moments by Delizoicov, Angotti and Pernambuco (2011) and Critical Applied Linguistics, proposed by Pennycook (2001, 2006). The methodological procedures adopted involve research of an applied nature, with a qualitative approach of a descriptive nature, using strategic action research as a method (Franco, 2005). The instruments used for data collection were the conversation wheel, audio recording, teacher observation and questionnaire. Data analysis was supported by the content analysis method (Bardin, 2011). The proposal was applied and evaluated by 12 students, from the Medium Level Technical Course in Sales, from the Federal Institute of Education, Science and Technology of Amazonas, Campus Humaitá, in the discipline of Spanish Language. The results reveal that the proposal contributed to the development of oral skills in terms of pronunciation and vocabulary, as well as other language skills such as reading and listening comprehension. The proposal also contributed to the development of critical thinking skills such as the reconstruction of the world view, respect for others, the development of critical awareness. In addition to these, the results demonstrate an improvement in interest in the discipline and in research, encouraging the exposure of thoughts, feelings, emotions and awakening students' curiosity. Through this research, a Didactic Guide was created as an educational product, with guidelines for Spanish teachers in basic education, so that they can work with students' everyday topics in an integrated way with the syllabus of the discipline.