FROM REMOTE TO HYBRID TEACHING IN PUBLIC SCHOOL: CONSIDERATIONS AND PERSPECTIVES BASED ON THE EXPERIENCE OF AN ENGLISH TEACHER
This article presents analysis and reflections based on an autoethnographic narrative by one of the researchers in this article, about the possibilities and perspectives of teaching English in a pandemic context in a public school. The methodology used is qualitative interpretivist and autoethnograp...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal do Tocantins (UFT) |
| Repositorio: | EntreLetras |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.ufnt.acessoacademico.com.br:article/18065 |
| Acceso en línea: | https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/18065 |
| Access Level: | acceso abierto |
| Palabra clave: | pandemia ensino de Inglês escola pública professor de inglês pandemic English teaching Public school English teacher |
| Sumario: | This article presents analysis and reflections based on an autoethnographic narrative by one of the researchers in this article, about the possibilities and perspectives of teaching English in a pandemic context in a public school. The methodology used is qualitative interpretivist and autoethnographic. The results point to the overload of bureaucratic tasks for teachers and the digital exclusion as the main problem for access to remote teaching. However, the constant use of technology makes digital literacy a necessity; moreover, digital tools and media have proved to be effective motivators and facilitators for the teaching and learning process. |
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