O site educativo learnenglish kids como recurso pedagógico nos processos de ensino aprendizagem de língua inglesa

Abstract

The present research has the aim of analyzing, based on Vygotsky’s theory, an educational website directed to the English Language teaching and if this resource can be considered a mediator of the learning and teaching processes. The theorical framework has its basis on the mediational, internalization, interaction, zone of proximal development and sociointeraction concepts from Vygotsky articulated with authors from the educational and English teaching and learning area. The research was applied in a regular school with students that stay in school during all day, from the fourth and fifth year. The corpus was elaborated from videos, student’s production and the teacher notes obtained using the LearnEnglish Kids website. Moraes and Galiazzi base the corpus treatment on textual discursive analysis, from where analysis categories emerged. The articulation of these categories, having the theorical framework, permitted identifying the contributions of this educational website to the English language teaching and learning processes. During the workshops, it was possible to notice moments of mediation, interaction, and sociointeraction among the research participants and the teacher/researcher. In these moments, knowledge mobilization and construction in relation to the English language were perceived. Other important moments were evidenced, like the performance in the zone of proximal development of the students. In this research, the educational website was identified as an instrument of mediation, but it also stands out the importance of the presence of a mediational teacher who can make interventions, using the website, in order to collaborate to the teaching and learning processes.