Letramento digital e participação de professores em uma oficina de novas tecnologias aliada ao ensino de língua inglesa

• Autor(a) principal: Lenartovicz, Tiago
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4142
• topic: Letramento digital; Professores; Ensino e aprendizagem; Língua inglesa; Brasil.; Digital literacy; Teaching and learning; English; Brazil.; Linguística, Letras e Artes; Letras

This research investigated the use of new technologies as a component of a digital culture in an environment of teaching and learning practices, trying to analyze the engagement and participation of teachers in a Workshop of New Technologies elated with Teaching of English Language in Maringá - Paraná. This study, from the workshop, reflects on the possibilities of integration of technology in the classroom in order to contribute to the teaching of English. The theoretical assumptions which guided the research are the New Literacy Studies (Barton 1994; HEATH, 1993; STREET, 2003), digital literacy (Street 1998; SOARES 2002), cyberspace (Lévy, 1999) and teaching and learning of additional languages (SCHLATTER; GARCEZ, 2009). Through a qualitative interpretive approach by Speech-in-interaction Methodology in Conversation Ethonometodological Analysis (ECA). The data analysis was made by audiovisual recording of workshops, besides questionnaires which were applied to the participants and also field notes were taken from observation time. In terms of results, the data reveal that digital culture of the teachers who participated of the workshop is constituted by contact with the technologies in their daily lives, but there are difficulties in using them in their classes, so there is a search for continuing courses. In respect to how participants talk-ininteraction oriented toward digital literacy, note that the teachers take ownership of the contents better by continuous monitoring of the activities performed with the computer and demonstrated willingness to make the conducive environment for co-construction of knowledge by sharing their experiences and prior knowledge during the workshop meetings. The different proposals made by participants during the workshop pointed to a constant engagement and satisfactory results about respect to instrumentation and associated skills with the use of technological resources. Practices of reading and writing in English, via the workshop, made possible to observe the need for educational content and preparatory courses about the subject in order to give continuity to the pedagogical practices of teachers.