Teaching Italian with Technologies: an Experience Report on the Collaborative Construction of Motivation

Abstract

This article is linked to the individual research project "Teaching Italian in AVA: approaches, methods and techniques", which, in turn, is part of the research group "Teaching and Learning of Foreign Languages with New Technologies", certified by CNPq since 2013 .This is an account of experiences based on the concerns raised by the persistence of a traditional model still in force within the UFBA Institute of Letters and the strong resistance on the part of the students to a model based on autonomous and collaborative learning . Our observations are based on action research, since the stages of planning, action, observation and reflection were followed, with the aim of promoting changes in the paradigm of traditional classroom teaching, aiming at the insertion of new technologies in teaching practice towards critical learning, reflective and collaborative learning. We will base our reflections on Paulo Freire's work on the pedagogy of autonomy (1996), in Lins e Souza regarding digital literacy applied to educational technologies (2016), and in Tripp (2005). characteristics and functions of an action research. The preliminary results point to a pedagogical approach with new technologies towards the construction of autonomous learning.