A metodologia da sala de aula invertida por meio de podcasts para o ensino da língua inglesa no 1º ano do ensino médio no centro Educa Mais Estefânia Rosa da Silva.

Abstract

The dissertation entitled THE FLIPPED CLASSROOM METHODOLOGY THROUGH PODCASTS FOR TEACHING ENGLISH IN THE 1st YEAR OF HIGH SCHOOL AT CENTRO EDUCA MAIS ESTEFÂNIA ROSA DA SILVA aims to analyze the use of the Flipped Classroom methodology with podcasts as a teaching tool in the 1st year of high school at Centro Educa Mais Estefânia Rosa da Silva, in São Luís – MA, with the purpose of developing an educational product in the form of a didactic sequence. The theoretical framework articulates different areas and authors, namely: communication studies (Lévy, 1999; Castells, 2018), language as a social practice (Bakhtin, 2011; Foucault, 2008), the panorama of language teaching in Brazil (Cavalcante, 2011; Manacorda, 2022; Brasil, 1996, 2018), active methodologies, with emphasis on the Flipped Classroom (Bergmann; Sams, 2018), and the use of digital technologies in language teaching, focusing on podcasts (Bottentuit Júnior & Coutinho, 2007; Crestani et al., 2019). This is a qualitative, applied research, characterized as a pedagogical intervention, carried out with the English teacher and students from a 1st year high school class at Centro Educa Mais Estefânia Rosa da Silva, in São Luís – MA. Data were collected through observations, questionnaires, and document analysis. As an educational product, a didactic sequence was developed with practical suggestions for the pedagogical use of podcasts, aligned with BNCC guidelines and the demands of contemporary English language teaching. The results reveal that the use of podcasts as a teaching resource within the Flipped Classroom approach fosters student engagement, the development of autonomy, improvement in listening comprehension, and more meaningful learning.