Foreign language teaching methodologies in the context of emergency remote teaching for (trans)formation of teachers

Abstract

According to the confluence and multiplicity of socio-ideological phenomena, which are directly interrelated to an uninterrupted reflection on working with languages in the classroom and the act of (re)building knowledge (Volóchinov, 2006 [1929]), we seek to talk to the current pandemic paradigm. Therefore, this work consists of an experience report that highlights a locus of enunciation from lived perspectives. The study aims at sharing experiences from trainers of language teachers in remote emergency mode. The proposal has arisen with the demand for non-classroom educational actions, due to SARS-CoV-2, at the Federal University of Paraná (UFPR, Brazil). When there are changes in paradigms, such as the one reported, the tendency is to despair and forget what can be done of these changes, which are often “imposed” and unpremeditated. In our context, the actions have taken place in a dialogical relationship established through platforms such as MS Teams, WhatsApp and UFPR Virtual. Instead of a written work done individually and offline, the assessment activities have been replaced by seminars and foreign language micro-classes previously recorded by the students, as well as the collaborative elaboration of an e-book by Google Docs, from Google Drive.