LANGUAGE TEACHING THROUGH A COMPLEX APPROACH IN TIMES OF PANDEMIC: BREAKING PARADIGMS

Abstract

The challenges triggered by the covid-19 pandemic that Education has faced globally have fostered reflections on new ways of teaching and learning in the school context. In this article, we expose the experience report of conducting language teaching within a complex approach, which took place in high school at a public school through remote education, in a context imbued with restrictions on internet access. The main objective of this study was to evaluate the possibilities of reaching this approach, as well as its positive points and the obstacles experienced. Through the analysis of this process, we conclude that it is possible to work with language effectively within a perspective of complexity, as it carries the benefits of multidimensional, non-linear, non-reductionist and transdisciplinary teaching, which intends to encourage the critical capacity of the student, while working on historical, social, political, cultural and psycho-emotional factors, giving rise to a training focused on the integral individual, with activities that are appropriate to their current context and reality. As obstacles, we witnessed a certain resistance of some students to the complex teaching-learning paradigm. The paradigm proposed was part of a teaching process that was not fragmented in disciplines, and for having a greater range of scope and breadth in approaching the themes proposed in the activities it required a more questioning and reflective position from the student. A portion of these students still showed a certain feeling of attachment to a more Cartesian view of conceiving knowledge, being still rooted in the traditional teaching-learning processes.