Ludicidade no ensino remoto: desafios e aprendizagens no ensino da língua inglesa durante a pandemia da covid-19

Abstract

In Brazil, as in many countries worldwide, schools were closed as part of the COVID-19 prevention measures. In this scenario, many schools have adopted emergency remote teaching (HODGES et al., 2020) and teachers and students have had to adapt to online teaching. Taking these aspects into consideration, the main goal of this study is to investigate how two English language teachers understand the ludic teaching in the context of remote teaching. For this purpose, we used as theoretical framework the recent studies on remote teaching (ARRUDA, 2020; CORDEIRO, 2020; HODGES et al., 2020) and on playfulness and education (NOGUEIRA 2008; SANTOS, 2010; and SILVA; FANTINELLI, 2019). The data generation was carried out through interviews - via WhatsApp application - with two English teachers who work in public schools in Alagoas, Brazil. The qualitative analysis shows the challenges and learnings experienced by teachers with regard to playfulness in remote teaching, during the COVID-19 pandemic. Implications are discussed in the field of teacher education, concerned with the adoption of knowledge about digital technologies and online teaching.