Narrativas de aprendizagem de língua inglesa no ambiente remoto: uma análise sistêmico-funcional de elementos avaliativos

Abstract

In this study, I sought to analyze the experiences and narratives of three students and two teachers participating in an English language course - conversation, promoted by the language extension center of a university located in Goiás, during the context of the Covid-19 pandemic. Adopting a theoretical-methodological approach based on Systemic-Functional Linguistics, focusing on the Evaluative System according to Halliday (1994) and subsequent developments by Martin (1997) and Martin and White (2005), the central objective consisted of investigating the dynamics of the English language remote teaching and learning process, covering analysis of interactions, evaluation strategies, tensions faced, the curricular configuration during the pandemic, as well as other experiences that shaped pedagogical practice and contributed to the development and learning of students. This study stands out as a significant contribution to the area of Applied Linguistics, by providing fundamental perspectives for the training of English language teachers, derived from pedagogical practices implemented in the scenario of virtual teaching platforms. The results, arising from the analysis of data obtained from the experiences shared by the participants, highlighted effective pedagogical practices in the remote English language teaching scenario, emphasizing the successful application of innovative strategies, effective curricular adaptations and interaction dynamics that contributed to positive and notable way for participants to learn; such results are the consequence of a reflective process conducted by me and shared with the Research Group on Applied Linguistics and Language Studies (GPLAEL).. This research, thus, sought to broaden the understanding of the complexities underlying the teaching and learning of foreign languages in virtual environments, as well as promoting reflections relevant to the adaptation and innovation of pedagogical practices in the face of the challenges imposed by the Covid-19 pandemic.