Atividades não presenciais mediadas pelas tecnologias: aportes para o ensino de língua espanhola

Abstract

The high school classroom courses begin to include a percentage of the course load in distance learning activities, which demands from their professionals a continuous search for the improvement of pedagogical practices. In a constantly evolving world, the necessity to keep connected to the other is a reality that presupposes the integration of diverse knowledge in a network of knowledge that is built with each click. Since 2016, 20% of the course load of the Agricultural Technician course Integrated to High School at Federal Institute of Education, Science and Technology (IFRO) - Colorado do Oeste Campus can be offered through distance learning practices. This study aims to analyze the contributions of nonpresent activities mediated by technologies for Spanish language teaching. The research used a qualitative approach based on the action research method. The analyzes show that non-present activities provided greater contact with the language, as well as made possiblethe interaction between students who “risk” freely in the Hispanic language, acquiringconfidence in language learning.