Crenças e reflexões acerca da aprendizagem de Língua Espanhola por universitários brasileiros em tempos de pandemia

Abstract

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.