Warm up - Motivação e ativação de conhecimento prévio na aula de inglês para crianças

Kéli Luiza Weizemann; Melissa Bettoni

doi:10.58967/caletroscopio.v10.n2.2022.5495

Kéli Luiza Weizemann Instituto Federal de Santa Catarina (IFSC) https://orcid.org/0000-0003-3002-8496
Melissa Bettoni Instituto Federal de Santa Catarina (IFSC) e Universidade Federal da Fronteira Sul https://orcid.org/0000-0002-2522-1083

DOI: https://doi.org/10.58967/caletroscopio.v10.n2.2022.5495

Palavras-chave: Warm up; Conhecimento prévio; Ensino de Língua Inglesa; Motivação; Crianças aprendizes.

Resumo

Essa pesquisa teve como objetivo investigar se atividades de warm up incluindo as experiências das crianças com o objetivo de recuperar o conhecimento prévio ou provir conhecimento base influenciam na motivação em aulas de língua inglesa. Esta foi uma pesquisa aplicada em sala virtual com 14 discentes em fase de alfabetização do primeiro ano do Ensino Fundamental de uma escola no interior do estado de Santa Catarina. Os dados foram coletados a partir da identificação pelos participantes de emoções representadas por emojis antes e após as atividades propostas e pela observação do comportamento dos participantes. Cinco emojis diferentes correspondiam a: muito feliz, feliz, neutro, triste e muito triste e a expectativas de acerto por parte dos participantes antes de atividades como: muito alta, alta, média, baixa e muito baixa. Os resultados indicaram que a atividade de warm up provocou emoções positivas, motivação e engajamento nas atividades posteriores por tornarem a aprendizagem do conteúdo novo mais atrativo.

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