A case study on digital technologies and foreign language teaching in a rural school in the city of Cáceres-MT: Adaptations, complexities and self-organizations

Detalhes bibliográficos
Autor(a) principal: Seba, Adson Luan Duarte Vilasboas
Data de Publicação: 2022
Outros Autores: Silva, Valdir
Tipo de documento: Artigo
Idioma: por
Título da fonte: Letras de Hoje (Online)
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/41956
Resumo: This research sought to analyze to what extent digital technologies (DT) can be articulated in the teaching practices of foreign language teachers in a rural school in the city of Cáceres-MT. The study was based on the Theory of Complex Dynamic Systems, which provided an expanded view of the dynamic functioning between the parts and the systemic whole of the Escola do Campo analyzed. The chosen methodology was the Case Study. Data analysis clarified that the use of digital technologies in this context is limited, and is linked to several factors. The data showed that teachers do not have a quantitative prognosis regarding the availability of equipment and logistical resources aimed at students’ internet access in their homes (farms, communities, settlements). This fact makes it difficult to promote practices mediated by DT and, consequently, to work with digital literacy. In addition, data analysis also pointed out that the teachers’ conception of Digital Technologies is closely related to internet access. In other words, for teachers, the possibilities of appropriating digital technologies do not make any sense if they are disconnected from the internet. Thisunderstanding reveals a misalignment with the Common National Curriculum Base (CNCB) that guides contemporary teaching and learning practices in Brazil.
id PUC_RS-19_2e60e406ee2472b8ff093ae33a3ca89c
oai_identifier_str oai:ojs.revistaseletronicas.pucrs.br:article/41956
network_acronym_str PUC_RS-19
network_name_str Letras de Hoje (Online)
repository_id_str
spelling A case study on digital technologies and foreign language teaching in a rural school in the city of Cáceres-MT: Adaptations, complexities and self-organizationsEstudio de caso sobre tecnologías digitales y enseñanza de lenguas extranjeras en una escuela rural de la ciudad de Cáceres-MT: Adaptaciones, complejidades y autoorganizacionesUm estudo de caso sobre as tecnologias digitais e o ensino de línguas estrangeiras em uma escola do campo no município de Cáceres-MT: Adaptações, complexidades e autoorganizaçõesComplexityCountryside EducationForeign languageDigital TechnologiesComplex Dynamic SystemsComplejidadEducación del campoLengua extranjeraTecnologías digitalesSistemas dinámicos complejosComplexidadeEducação do CampoLíngua EstrangeiraTecnologias DigitaisSistemas Dinâmicos ComplexosThis research sought to analyze to what extent digital technologies (DT) can be articulated in the teaching practices of foreign language teachers in a rural school in the city of Cáceres-MT. The study was based on the Theory of Complex Dynamic Systems, which provided an expanded view of the dynamic functioning between the parts and the systemic whole of the Escola do Campo analyzed. The chosen methodology was the Case Study. Data analysis clarified that the use of digital technologies in this context is limited, and is linked to several factors. The data showed that teachers do not have a quantitative prognosis regarding the availability of equipment and logistical resources aimed at students’ internet access in their homes (farms, communities, settlements). This fact makes it difficult to promote practices mediated by DT and, consequently, to work with digital literacy. In addition, data analysis also pointed out that the teachers’ conception of Digital Technologies is closely related to internet access. In other words, for teachers, the possibilities of appropriating digital technologies do not make any sense if they are disconnected from the internet. Thisunderstanding reveals a misalignment with the Common National Curriculum Base (CNCB) that guides contemporary teaching and learning practices in Brazil.Esta investigación tuvo como objetivo analizar en qué medida las tecnologías digitales (DT) se pueden articular en las prácticas docentes de los profesores de lengua extranjera en una escuela rural de la ciudad de Cáceres-MT. El estudio se basó en la Teoría de Sistemas Dinámicos Complejos, que brindó una visión ampliada del funcionamiento dinámico entre las partes y el todo sistémico de la Escola do Campo analizados. La metodología elegida fue el Estudio de caso. El análisis de datos aclaró que el uso de tecnologías digitales en este contexto es limitado y está vinculado a varios factores. Los datos mostraron que los docentes no tienen un pronóstico cuantitativo sobre la disponibilidad de equipos y recursos logísticos dirigidos al acceso de los estudiantes a internet en sus hogares (fincas, comunidades, asentamientos). Este hecho dificulta la promoción de prácticas mediadas por la TD y, en consecuencia, el trabajo con la alfabetización digital. Además, el análisis de datos también señaló que la concepción de los docentes sobre las tecnologías digitales está estrechamente relacionada con el acceso a Internet. Es decir, para los docentes, las posibilidades de apropiarse de las tecnologías digitales no tienen ningún sentido si están desconectados de internet. Esta comprensión revela una desalineación con la Base Curricular Nacional Común (BCNC) que guía las prácticas contemporáneas de enseñanza y aprendizaje en Brasil.Esta pesquisa buscou analisar em que medida as tecnologias digitais (TD) podem ser articuladas nas práticas de ensino de professores de Língua Estrangeira, em uma Escola do Campo, no município de Cáceres-MT. O estudo foi pautado na Teoria dos Sistemas Dinâmicos Complexos que proporcionou uma visão ampliada do funcionamento dinâmico entre as partes e o todo sistêmico da Escola do Campo analisada. A metodologia eleita foi o Estudo de Caso. A análise dos dados elucidou que o uso de tecnologias digitais nesse contexto élimitado, e está atrelado à vários fatores. Os dados apontaram que os professores não dispõem de um prognóstico quantitativo quanto a disponibilidade de equipamentos e recursos logísticos voltados para o acesso à internet dos alunos em suas residências (fazendas, comunidades, assentamentos). Este fato dificulta a promoção de práticas mediadas por TD e, consequentemente, o trabalho com os letramentos digitais. Além disso, a análise dos dados apontou ainda que a concepção de Tecnologias Digitais dos professores está estreitamente relacionada ao acesso à internet. Ou seja, para os professores, as possibilidades de apropriação das tecnologias digitais não fazem nenhum sentido se estiverem desconectadas da internet. Esse entendimento revela um desalinhamento com a Base Nacional Comum Curricular (BNCC) que orienta as práticas contemporânea de ensino e de aprendizagem no Brasil.Editora da PUCRS - ediPUCRS2022-03-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/4195610.15448/1984-7726.2022.1.41956Letras de Hoje; Vol. 57 No. 1 (2022): Single Volume; e41956Letras de Hoje; Vol. 57 Núm. 1 (2022): Volumen único; e41956Letras de Hoje; v. 57 n. 1 (2022): Volume Único; e419561984-77260101-333510.15448/1984-7726.2022.1reponame:Letras de Hoje (Online)instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/41956/27431Copyright (c) 2022 Letras de Hojehttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSeba, Adson Luan Duarte VilasboasSilva, Valdir2022-12-07T12:00:21Zoai:ojs.revistaseletronicas.pucrs.br:article/41956Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/falePRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/oaieditora.periodicos@pucrs.br || letrasdehoje@pucrs.br1984-77260101-3335opendoar:2022-12-07T12:00:21Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv A case study on digital technologies and foreign language teaching in a rural school in the city of Cáceres-MT: Adaptations, complexities and self-organizations
Estudio de caso sobre tecnologías digitales y enseñanza de lenguas extranjeras en una escuela rural de la ciudad de Cáceres-MT: Adaptaciones, complejidades y autoorganizaciones
Um estudo de caso sobre as tecnologias digitais e o ensino de línguas estrangeiras em uma escola do campo no município de Cáceres-MT: Adaptações, complexidades e autoorganizações
title A case study on digital technologies and foreign language teaching in a rural school in the city of Cáceres-MT: Adaptations, complexities and self-organizations
spellingShingle A case study on digital technologies and foreign language teaching in a rural school in the city of Cáceres-MT: Adaptations, complexities and self-organizations
Seba, Adson Luan Duarte Vilasboas
Complexity
Countryside Education
Foreign language
Digital Technologies
Complex Dynamic Systems
Complejidad
Educación del campo
Lengua extranjera
Tecnologías digitales
Sistemas dinámicos complejos
Complexidade
Educação do Campo
Língua Estrangeira
Tecnologias Digitais
Sistemas Dinâmicos Complexos
title_short A case study on digital technologies and foreign language teaching in a rural school in the city of Cáceres-MT: Adaptations, complexities and self-organizations
title_full A case study on digital technologies and foreign language teaching in a rural school in the city of Cáceres-MT: Adaptations, complexities and self-organizations
title_fullStr A case study on digital technologies and foreign language teaching in a rural school in the city of Cáceres-MT: Adaptations, complexities and self-organizations
title_full_unstemmed A case study on digital technologies and foreign language teaching in a rural school in the city of Cáceres-MT: Adaptations, complexities and self-organizations
title_sort A case study on digital technologies and foreign language teaching in a rural school in the city of Cáceres-MT: Adaptations, complexities and self-organizations
author Seba, Adson Luan Duarte Vilasboas
author_facet Seba, Adson Luan Duarte Vilasboas
Silva, Valdir
author_role author
author2 Silva, Valdir
author2_role author
dc.contributor.author.fl_str_mv Seba, Adson Luan Duarte Vilasboas
Silva, Valdir
dc.subject.por.fl_str_mv Complexity
Countryside Education
Foreign language
Digital Technologies
Complex Dynamic Systems
Complejidad
Educación del campo
Lengua extranjera
Tecnologías digitales
Sistemas dinámicos complejos
Complexidade
Educação do Campo
Língua Estrangeira
Tecnologias Digitais
Sistemas Dinâmicos Complexos
topic Complexity
Countryside Education
Foreign language
Digital Technologies
Complex Dynamic Systems
Complejidad
Educación del campo
Lengua extranjera
Tecnologías digitales
Sistemas dinámicos complejos
Complexidade
Educação do Campo
Língua Estrangeira
Tecnologias Digitais
Sistemas Dinâmicos Complexos
description This research sought to analyze to what extent digital technologies (DT) can be articulated in the teaching practices of foreign language teachers in a rural school in the city of Cáceres-MT. The study was based on the Theory of Complex Dynamic Systems, which provided an expanded view of the dynamic functioning between the parts and the systemic whole of the Escola do Campo analyzed. The chosen methodology was the Case Study. Data analysis clarified that the use of digital technologies in this context is limited, and is linked to several factors. The data showed that teachers do not have a quantitative prognosis regarding the availability of equipment and logistical resources aimed at students’ internet access in their homes (farms, communities, settlements). This fact makes it difficult to promote practices mediated by DT and, consequently, to work with digital literacy. In addition, data analysis also pointed out that the teachers’ conception of Digital Technologies is closely related to internet access. In other words, for teachers, the possibilities of appropriating digital technologies do not make any sense if they are disconnected from the internet. Thisunderstanding reveals a misalignment with the Common National Curriculum Base (CNCB) that guides contemporary teaching and learning practices in Brazil.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/41956
10.15448/1984-7726.2022.1.41956
url https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/41956
identifier_str_mv 10.15448/1984-7726.2022.1.41956
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/41956/27431
dc.rights.driver.fl_str_mv Copyright (c) 2022 Letras de Hoje
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Letras de Hoje
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Letras de Hoje; Vol. 57 No. 1 (2022): Single Volume; e41956
Letras de Hoje; Vol. 57 Núm. 1 (2022): Volumen único; e41956
Letras de Hoje; v. 57 n. 1 (2022): Volume Único; e41956
1984-7726
0101-3335
10.15448/1984-7726.2022.1
reponame:Letras de Hoje (Online)
instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron:PUC_RS
instname_str Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
instacron_str PUC_RS
institution PUC_RS
reponame_str Letras de Hoje (Online)
collection Letras de Hoje (Online)
repository.name.fl_str_mv Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)
repository.mail.fl_str_mv editora.periodicos@pucrs.br || letrasdehoje@pucrs.br
_version_ 1799128773566660608

Registros relacionados