Educação onlife e avatares na prevenção ao bullying: contribuições pedagógicas ao ensino de língua inglesa
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Data
2025-02-26
Autores
Orientador
Forneck, Kári Lúcia
Banca
Neuenfeldt, Derli Juliano
Martins, Silvana Neumann
Bancke, Diane Blank
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Resumo
Essa dissertação constitui-se no entrelaçamento entre o ensino da Língua Inglesa, as tecnologias digitais por meio de avatares e a compreensão sobre bullying. Desse modo, o objetivo do estudo foi verificar como o ensino de Língua Inglesa como línguaadicional pode contribuir para a prevenção ao bullying no 6°ano do Ensino Fundamental II, por meio da interação com avatares, na perspectiva da educação onLIFE. A metodologia empregada na construção da pesquisa foi descritiva com abordagem qualitativa (Triviños, 1995; Gil, 2022), com aproximações com a técnica de pesquisa do tipo intervenção-pedagógica (Damiani et al., 2013), envolvendo os alunos do nível A1B do 6° ano do Ensino Fundamental II de um Colégio Militar, sendo realizados dois questionários, uma roda de conversa e o desenvolvimento de uma sequência didática com anotações em diários de itinerância. Os dados produzidos foram analisados por meio da Análise de Conteúdo, com base em Bardin (2011). Dessa análise, emergiram três categorias: (1) Vivências interacionais: compreensão sobre bullying e cyberbullying nas aulas de Língua Inglesa; (2) Vivências digitais: interação com avatares no aprendizado de Língua Inglesa; (3) Vivências linguísticas: educação onLIFE no ensino de Língua Inglesa. Em relação à primeira categoria, verificou-se que os estudantes, inicialmente, tinham uma compreensão limitada sobre bullying e cyberbullying, mas passaram a entender sua complexidade, reconhecendo os impactos emocionais, físicos e sociais dessa violência, bem como evidenciaram ensinamentos relativos à necessidade de intervenções pedagógicas voltadas à temática. Também, o estudo sublinhou o papel crucial da escola em promover a empatia, a valorização da diversidade e a ética nas relações interpessoais. Já em relação à segunda categoria, percebeu-se que o uso de avatares permitiu que os alunos vivenciassem de maneira controlada situações de bullying e refletissem sobre suas consequências, o que contribuiu para a formação de uma consciência crítica sobre a diversidade, a cidadania digital e os impactos das tecnologias digitais. Ademais, o trabalho integrou a Língua Inglesa como língua adicional com questões sociais relevantes – o bullying – e as tecnologias digitais – os avatares. Por fim, na terceira categoria, ficou evidente que as atividades propostas na sequência didática podem aprimorar as competências linguísticas dos alunos e os sensibilizar para as temáticas sociais, alinhando-se aos princípios interculturais propostos pela BNCC. Porém, há um desafio a ser observado em relação ao desrespeito que aconteceu justamente no decorrer de atividades que buscam conscientizar sobre a violência, revelando que as escolas precisam articular ações de conscientização sobre bullyinge outras formas de violência, a fim de garantir ambientes seguros para seus alunos. Esses resultados revelam que o ensino de Língua Inglesa como língua adicional, integrado a abordagens pedagógicas aliadas às tecnologias digitais e a questões sociais – bullying –, desempenha um papel importante na formação de cidadãos críticos, éticos, respeitosos e empáticos, promovendo a construção de uma sociedade mais justa. Além disso, essa abordagem pedagógica pode aprimorar a proficiência linguística e sensibilizar os alunos quanto à importância da convivência harmoniosa e da não violência no ambiente escolar e na sociedade.
This dissertation is based on the interlacing of English language teaching, digital technologies through avatars, and the understanding of bullying. Thus, the objective of the study was to verify how teaching English as an additional language can contribute to the prevention of bullying in the 6th grade of Middle School, through interaction with avatars, from the perspective onLIFE. The methodology used in the construction of the research was descriptive with a qualitative approach (Triviños, 1995; Gil, 2022), with approximations to the intervention-pedagogical research technique (Damiani et al., 2013), involving students at level A1B of the 6th grade of Middle School of a Military School, with two questionnaires being carried out, a conversation circle and the development of a didactic sequence with notes in itinerary diaries. The data produced was analyzed through Content Analysis, based on Bardin (2011). From this analysis, three categories emerged: (1) Interactional experiences: understanding of bullying and cyberbullying in English language classes; (2) Digital experiences: interaction with avatars in learning English; (3) Linguistic experiences: onLIFE education in teaching English. Regarding the first category, it was found that students initially had a limited understanding of bullying and cyberbullying, but they came to understand their complexity, recognizing the emotional, physical and social impacts of this violence, as well as demonstrating lessons related to the need for pedagogical interventions focused on the topic. The study also highlighted the crucial role of schools in promoting empathy, valuing diversity and ethics in interpersonal relationships. Regarding the second category, it was noted that the use of avatars allowed students to experience bullying situations in a controlled manner and reflect on their consequences, which contributed to the formation of a critical awareness about diversity, digital citizenship and the impacts of digital technologies. Furthermore, the work integrated English as an additional language with relevant social issues – bullying – and digital technologies – avatars. Finally, in the third category, it was clear that the activities proposed in the didactic sequence can improve students' language skills and raise their awareness of social issues, in line with the intercultural principles proposed by the BNCC. However, there is a challenge to be observed in relation to the disrespect that occurred precisely during activities that seek to raise awareness about violence, revealing that schools need to coordinate awareness-raising actions on bullying and other forms of violence, in order to guarantee safe environments for their students. These results reveal that teaching English as an additional language, integrated with pedagogical approaches allied to digital technologies and social issues – bullying –, play an important role in the formation of critical, ethical, respectful and empathetic citizens, promoting the construction of a more just society. In addition, this pedagogical approach can improve language proficiency and raise students' awareness of the importance of harmonious coexistence and non-violence in the school environment and in society.
This dissertation is based on the interlacing of English language teaching, digital technologies through avatars, and the understanding of bullying. Thus, the objective of the study was to verify how teaching English as an additional language can contribute to the prevention of bullying in the 6th grade of Middle School, through interaction with avatars, from the perspective onLIFE. The methodology used in the construction of the research was descriptive with a qualitative approach (Triviños, 1995; Gil, 2022), with approximations to the intervention-pedagogical research technique (Damiani et al., 2013), involving students at level A1B of the 6th grade of Middle School of a Military School, with two questionnaires being carried out, a conversation circle and the development of a didactic sequence with notes in itinerary diaries. The data produced was analyzed through Content Analysis, based on Bardin (2011). From this analysis, three categories emerged: (1) Interactional experiences: understanding of bullying and cyberbullying in English language classes; (2) Digital experiences: interaction with avatars in learning English; (3) Linguistic experiences: onLIFE education in teaching English. Regarding the first category, it was found that students initially had a limited understanding of bullying and cyberbullying, but they came to understand their complexity, recognizing the emotional, physical and social impacts of this violence, as well as demonstrating lessons related to the need for pedagogical interventions focused on the topic. The study also highlighted the crucial role of schools in promoting empathy, valuing diversity and ethics in interpersonal relationships. Regarding the second category, it was noted that the use of avatars allowed students to experience bullying situations in a controlled manner and reflect on their consequences, which contributed to the formation of a critical awareness about diversity, digital citizenship and the impacts of digital technologies. Furthermore, the work integrated English as an additional language with relevant social issues – bullying – and digital technologies – avatars. Finally, in the third category, it was clear that the activities proposed in the didactic sequence can improve students' language skills and raise their awareness of social issues, in line with the intercultural principles proposed by the BNCC. However, there is a challenge to be observed in relation to the disrespect that occurred precisely during activities that seek to raise awareness about violence, revealing that schools need to coordinate awareness-raising actions on bullying and other forms of violence, in order to guarantee safe environments for their students. These results reveal that teaching English as an additional language, integrated with pedagogical approaches allied to digital technologies and social issues – bullying –, play an important role in the formation of critical, ethical, respectful and empathetic citizens, promoting the construction of a more just society. In addition, this pedagogical approach can improve language proficiency and raise students' awareness of the importance of harmonious coexistence and non-violence in the school environment and in society.
Descrição
Palavras-chave
Avatares; Bullying; Educação onLIFE; Ensino de Língua Inglesa; Avatars; OnLIFE education; English eaching
Citação
MIRANDA, Tatiana Helena. Educação onlife e avatares na prevenção ao bullying: contribuições pedagógicas ao ensino de língua inglesa. 2025. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 26 fev. 2025. Disponível em: http://hdl.handle.net/10737/4856.