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Abstract(s)
O presente trabalho relaciona as diretrizes contidas no principal documento educacional do Brasil, a Base Nacional Comum Curricular (BNCC) para o ensino de línguas estrangeiras com os conceitos de educação híbrida e sociedade em rede. Esta discussão se baseia na ideia do teórico Manuel Castells de que a sociedade caminha para uma vida cada vez mais em rede e a educação básica não pode ficar apartada dessa rede; sendo assim, uma educação híbrida e mais conectada se faz necessária, principalmente para o ensino de línguas estrangeiras, que é uma aprendizagem que por si só já rompe barreiras e conecta culturas diferentes. As diretrizes contidas na BNCC de 2018 e em outros documentos que se baseiam nela, de autoria do Ministério da Educação do Brasil (MEC), nos fornece as principais ideias de como o governo planeja e pensa a didática e os caminhos para o ensino de línguas estrangeiras nos próximos anos e décadas. Esta relação entre os conceitos de sociedade em rede e educação híbrida nos traçará um panorama das principais dificuldades e facilidades que o Brasil terá no ensino de línguas estrangeiras para os próximos anos, assim como o futuro de um país que ainda sofre com escassez de profissionais que consigam manter uma conversa ou escrever um relatório em outro idioma. Por fim, o trabalho também discutirá a necessidade de uma maior criticidade no ensino de línguas estrangeiras e como a BNCC pode atuar nesta questão, sendo este o principal documento pedagógico do Brasil, pois entendemos, assim como Manuel Castells, que a sociedade em rede é desigual e que os cidadãos desta nova sociedade precisam entender que, apesar dos diversos avanços que a tecnologia nos trouxe, ainda vivemos em uma sociedade cheia de contrastes e de injustiças, onde a própria aquisição de um segundo idioma ainda é um privilégio para poucos. Por isso, além da educação híbrida, não podemos esquecer que precisamos de uma pedagogia mais crítica e emancipadora, onde os alunos se tornem cidadãos conscientes das desigualdades e da opressão que as classes mais baixas sofrem em um país desigual como o Brasil (Freire, 1968)
This dissertation relates the guidelines contained in Brazil's main educational document, the National Common Curricular Base (BNCC) for teaching foreign languages, to the concepts of hybrid education and networked society. This discussion is based on the idea of sociologist Manuel Castells who says that society is moving towards an increasingly networked life, and our basic educational system cannot be separated from this network. Therefore, a hybrid and more connected education is necessary, especially for teaching foreign languages, which is a type of learning that breaks down barriers and connects different cultures. The guidelines contained in the 2018 BNCC and other documents based on it, authored by the Brazilian Ministry of Education (MEC), provide us with the main ideas on how the government plans and thinks about didactics and the paths for teaching foreign languages in the coming years and decades. This relationship between the concepts of globalized society and hybrid education will provide us with an overview of the main difficulties and facilities that Brazil will face in teaching foreign languages in the coming years, as well as the future of a country that still suffers from a shortage of professionals who can hold a conversation or write a report in another language. Finally, the dissertation will also discuss the need for greater criticality in teaching foreign languages and how the BNCC can act on this issue, which is Brazil's main pedagogical document, because we understand, like Manuel Castells, that the networked society is unequal and that the citizens of this new society need to understand that despite the many advances that technology has brought us, we still live in a society full of contrasts and injustices, where the acquisition of a second language is still a privilege for the few. Therefore, in addition to hybrid education, we cannot forget that we need a more critical and emancipatory pedagogy, where students become citizens aware of the inequalities and oppression that the lower classes suffer in an unequal country like Brazil (Freire, 1968)
This dissertation relates the guidelines contained in Brazil's main educational document, the National Common Curricular Base (BNCC) for teaching foreign languages, to the concepts of hybrid education and networked society. This discussion is based on the idea of sociologist Manuel Castells who says that society is moving towards an increasingly networked life, and our basic educational system cannot be separated from this network. Therefore, a hybrid and more connected education is necessary, especially for teaching foreign languages, which is a type of learning that breaks down barriers and connects different cultures. The guidelines contained in the 2018 BNCC and other documents based on it, authored by the Brazilian Ministry of Education (MEC), provide us with the main ideas on how the government plans and thinks about didactics and the paths for teaching foreign languages in the coming years and decades. This relationship between the concepts of globalized society and hybrid education will provide us with an overview of the main difficulties and facilities that Brazil will face in teaching foreign languages in the coming years, as well as the future of a country that still suffers from a shortage of professionals who can hold a conversation or write a report in another language. Finally, the dissertation will also discuss the need for greater criticality in teaching foreign languages and how the BNCC can act on this issue, which is Brazil's main pedagogical document, because we understand, like Manuel Castells, that the networked society is unequal and that the citizens of this new society need to understand that despite the many advances that technology has brought us, we still live in a society full of contrasts and injustices, where the acquisition of a second language is still a privilege for the few. Therefore, in addition to hybrid education, we cannot forget that we need a more critical and emancipatory pedagogy, where students become citizens aware of the inequalities and oppression that the lower classes suffer in an unequal country like Brazil (Freire, 1968)
Description
Tese de Mestrado em Pedagogia do e-Learning, apresentada à Universidade Aberta
Keywords
Paulo Freire 1921-1997 Manuel Castells Ministério da Educação Sociedade em rede BNCC Educação híbrida Brasil Networked society Brazilian Ministry of Education Hybrid education
Pedagogical Context
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Without CC licence