Sala de aula invertida: uma proposta para o ensino de língua inglesa no ensino fundamental II

Abstract

This article, which is qualitative and bibliographical in nature, starts from the contemporary context, permeated by globalization and technological advances (Bauman, 1999), and presents a proposal for a teaching plan based on the concept of flipped classroom(Schneiders, 2018), (Conserva e Costa, 2020) (Tavares e Duarte, 2021) for meaningful, critical and reflective English language teaching and learning, in line with the competences established by the National Common Curricular Base (BNCC) (Brasil, 2019) and the needs of today's society for students in the 9th year of Elementary School at a private school in Alagoas. Flipped classroom involves prior work by the students in order to build knowledge in a more autonomous way and bring it into the classroom. Despite the challenges faced, the proposal proved to be effective due to its innovative potential, pointing to the importance of future research on the adoption of the flipped classroom for the construction of English language knowledge.