Tecnologias digitais e o ensino de inglês: olhares para a formação docente

• Autor(a) principal: Machado, Fátima de França
• Data de Publicação: 2023
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19810
• topic: Teacher training; Emergency Remote Teaching; Digital technologies; Education; Formação docente; Ensino Remoto Emergencial; Tecnologias digitais; Educação; Língua inglesa – Estudo e ensino; Professores – Formação; Tecnologia educacional; Ensino a distância; Letramento digital; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This action research aimed to identify possible paths and directions for a critical and reflective teacher instruction that are in consonance with the possibilities and digital technologies’ full potential in English language teaching contexts. To achieve this goal, the study examined the perceptions of English teachers regarding the use of digital technologies in basic education and investigated the inclusion of technologies in teacher training curricula to explore the possibility of developing possible and more effective paths for initial teacher training in undergraduate courses. The theoretical framework addresses the transient fashions in English teaching, the expectations for the teacher in Base Nacional Comum Curricular (BNCC), the importance of using technologies and its impacts on language teaching with the need for multiple literacies and the subsequent demand for an integral and contextualized teacher training that tackles the demands, experiences and dynamics of the cyberculture era. There was also an investigation of undergraduate Language Arts programs at some universities in the state of Rio de Janeiro through a documentary analysis that is reinforced by and connected to a questionnaire and an interview with English teachers on duty during the pandemic outbreak (remote teaching). The data collected was analyzed based on the literature review which comprised the expectations and complexities of the role of the English teacher, the use of digital technologies for language teaching and the reflections upon pre-service language teachers’ undergraduate curricula. This path supported the planning and the implementation of an elective discipline which focused on the use of digital technologies for language teaching purposes by undergraduate students at Universidade do Estado do Rio de Janeiro. It was possible to investigate the expectations of the students, that is, future teachers and, in the end, the study enabled the evaluation of the content presented, the experiences carried out and the impacts of what they studied. Such conclusions came from the perspective of the participants and the inferences, interpretations and reflections of the teacher-researcher. The research points to an urgent need to revisit the language teachers’ undergraduate curricula focusing on digital technologies and combining theories and practices. It also suggests instruction that focuses both on the use of these resources and on related concepts relating them to language teaching. Thus, it will be possible to provide instruction that allows non-resistant teaching practices which are adequate to the context and demands of the cyberculture and are also meant to be effective, plural, democratic and transformative