Práticas de ensino e aprendizagem mediadas pelos dispositivos móveis à luz das condições de emergência complexa: experiências de professores de língua inglesa da educação básica

• Ano de defesa: 2023
• Autor(a) principal: Vagno Vales Lacerda
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: Formação de professores de língua inglesa; Experiências de ensino e aprendizagem; Dispositivos móveis; Sistemas aninhados; Condições para a emergência complexa; Língua inglesa – Estudo e ensino; Professores de inglês – Formação; Complexidade (Filosofia); Tecnologia educacional
• Link de acesso: http://hdl.handle.net/1843/63552; https://orcid.org/0000-0003-1082-4444

The general aim of this research was to investigate, through the lens of the ecological approach and complexity theory, how complex systems and the elements within these systems can influence the integration of mobile devices in English language classroom practices in the municipal public network of a city in the Far South of Bahia, as well as to point out the recurring patterns in this context. The specific objectives of this study were: to investigate the possible relationships between the complex English language "classroom" system and the other nested complex systems; to analyze to what extent the presence of the conditions of complex emergence (diversity and redundancy; interaction between neighbors and decentralized control; randomness and coherence) can favor emergence within the classroom system with regard to the use of mobile devices; finally, to identify which factors can amplify and/or limit the use of mobile devices in the classroom practices of English language teachers in a municipality in the Far South of Bahia. This was narrative research as the instrument for generating the data, referred to by Barcelos (2020) as research with narratives. This study involved 21 teachers from the aforementioned municipal education network. To generate data, each participant was asked to submit an online form (with a 14-question questionnaire) and a narrative. The theoretical framework used included studies of applied linguistics from a transdisciplinary perspective (Bernstein, 2015), the use of mobile devices in teacher training and practice (Braga; Gomes Júnior; Martins, 2017), complexity and education (Morin, 2015), complex systems (Larsen-Freeman, 2016) and nested complex systems (Davis, 2008; Bronfenbrenner, 1979). The results found point to the nesting between the English language classroom and other complex systems, while these systems influence and are influenced by each other. With regard to the conditions for complex emergence, it is noticeable that they are present, some more evident than others, such as the neighbors’ interactions. In addition, there are factors that expand the use of mobile devices in the classroom, but on the other hand, there are many limitations, such as the lack of internet and devices for all students. Thinking about suggestions for future research regarding the use of mobile devices in language classes, I believe that the direction should be towards investigations involving initial and continuing teacher training, inclusion of students, as well as the management of people and financial and pedagogical resources.