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This study is aimed at analysing and reflecting upon Spanish learning by Brazilian undergraduate students at an educational institution in inner Rio Grande do Sul, teachers-to-be, during the pandemics. For this purpose, at first we present a theoretical framework on the students' perceptions and beliefs regarding the teaching and learning of a foreign language from the perspective of Barcelos (2004, 2006) and Mukai (2014). Next, we address the use of technologies to foreign language teaching, drawing on theoretical frameworks by Moran (2007), Santaella (2013) and Pozo Municio (2020). In order to collect data, the students answered a questionnaire on Google Forms with 32 questions regarding lessons and the methodology applied by teachers to the teaching of Spanish. Results show that, although students prefer on-site lessons, they maintain the interest in learning Spanish, even in a synchronous manner, but they complain about many tasks to be performed at home, which turns out to be very exhausting. Therefore, although these are technological times, students, mainly those who live in the countryside, find difficulties with connection and equipment so they can follow synchronous lessons. [ABSTRACT FROM AUTHOR]

This study is aimed at analysing and reflecting upon Spanish learning by Brazilian undergraduate students at an educational institution in inner Rio Grande do Sul, teachers-to-be, during the pandemics. For this purpose, at first we present a theoretical framework on the students' perceptions and beliefs regarding the teaching and learning of a foreign language from the perspective of Barcelos (2004, 2006) and Mukai (2014). Next, we address the use of technologies to foreign language teaching, drawing on theoretical frameworks by Moran (2007), Santaella (2013) and Pozo Municio (2020). In order to collect data, the students answered a questionnaire on Google Forms with 32 questions regarding lessons and the methodology applied by teachers to the teaching of Spanish. Results show that, although students prefer on-site lessons, they maintain the interest in learning Spanish, even in a synchronous manner, but they complain about many tasks to be performed at home, which turns out to be very exhausting. Therefore, although these are technological times, students, mainly those who live in the countryside, find difficulties with connection and equipment so they can follow synchronous lessons. [ABSTRACT FROM AUTHOR]

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Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This work aims at socializing the activities developed in the teaching project “Didactic-pedagogical mediation in the construction of the TCs of the Technical Course in Agroindustry” developed in Federal Farroupilha Institute, Jaguari Campus, State of Rio Grande do Sul, Brazil. The project materialized from an interventionist attitude, where students of Field Education developed didactic-pedagogical activities based on Freirean epistemological perspective, aiming at attending the specificities of knowledge construction, under the alternation modality, in the Field Education context. The methodological organization was committed with the construction/reframing of the knowledge of practical application and/or aimed at overcoming specific educational problems of the school and academic community. The intervention made it possible, specially, to develop an educative process based on theoretical reference, which it is critical of traditional theories of education. It is believed that a critical practice raises awareness for the reality of the relationship between the human being and the world, besides collaborating with a dialogical and meaningful teaching-learning process. In this sense, socializing the constructions carried out in this context, has a unique significance in the construction of another possibility of educating. [ABSTRACT FROM AUTHOR]