Educação menor e práticas pedagógicas de uma professora de língua inglesa do Estado de Sergipe

• Autor(a) principal: Silva, Inês Cortes da
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/9107
• topic: Educação; Língua inglesa; Ensino de língua inglesa; Prática de ensino; Smartphones; Educação menor; Dispositivos móveis; English language teaching; Minor education; Mobile devices

This is a qualitative research of exploratory nature, characterized as a case study (YIN, 2010), having as context of interest the study of the pedagogical practices of an English-language teacher who uses digital mobile devices and produces assemblages (DELEUZE, 1996). It has as general objective to understand what characteristics of a Minor Education (GALLO, 2016) are present in the pedagogical practices of this teacher when using mobile devices to teach the English language. The specific objectives are: to identify how this teacher has used the mobile devices in her pedagogical practices; analyze which factors determined the integration of digital mobile devices; to understand if there are and what processes of deterritorialization, political ramification and collective value are present in the pedagogical work of the teacher participating in the research. In a critical-use perspective of technologies (BUZATO, 2006; GASPAR da SILVA & MENDES, 2015), the study is based on the field of Digital Cultures (LEVY, 1999; SANTAELLA, 2007), of Mobile Assisted Language Learning (STOCKWELL & HUBBARD, 2013; KUKULSKA-HULME, 2013), of Autonomy in Language Learning (FREIRE, 1996, MICCOLI, 2005, PAIVA, 2009, 2012, 2015), and Minor Education (GALLO, 2016). As research results, we understand that the participating teacher, using digital technologies or not, from within a Major Education, develops a Minor Education that occurs through the main device that she uses: assemblages. In this way, the smartphone, despite being one of the most used resources in her unique pedagogical practices, is not solely responsible for the production of a Minor Education. It is so because the participating teacher’s work does not revolve around the benefits of that device, nor does it depend on them.