Refletindo sobre o ensinar na escola pública : uma história de integração de tecnologias digitais às aulas de inglês no ensino fundamental II

• Ano de defesa: 2015
• Autor(a) principal: Mendonça, Jéssica Teixeira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Estudos Linguísticos; Linguística Letras e Artes; UFU
• Palavras-chave em Português: Integração de tecnologias digitais; Ensino e aprendizagem de inglês; Pedagogia de parceria; Processo de mudança; Linguística aplicada; Língua inglesa - estudo e ensino - inovações tecnológicas; Língua inglesa - métodos de ensino; Integration of digital technologies; Teaching and english learning; Partnering pedagogy; Change process; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/15474; https://doi.org/10.14393/ufu.di.2015.369

The presence and the influence of digital technologies in various spheres of modern society are undeniable, and the school is not indifferent to this presence. Digital technologies begin to enter the educational context demanding new studies and reflections about their role in the process of teaching and learning. Thus, this research aims to analyze the context of integration of digital technologies to English classes in the perception of students from 9th grade and of the teacher-researcher. This research has qualitative, interpretive nature, guided by the Complexity Paradigm and theories related to the use of digital technologies in education. The premises of the Complexity Paradigm indicate the language classroom and the process of teaching and learning English are intertwined in unpredictability, emergence, adaptation and self-organization. Digital technologies are new elements introduced in this context that contribute for pedagogical changes to occur in the current educational system. The participants of this research are students from four classes of 9th grade of a public school in Uberlândia/MG and the English teacher of these classes. Data were collected through narratives produced by students as well as semi-structured interviews with them and field notes produced by the teacher. The findings indicate that pedagogy worked in schools is no longer suitable for the students of today, to see that they are digital natives and use digital technology naturally in their daily lives. The integration of digital technologies was seen by the teacher and students as positive, making classes more dynamic, interesting and productive; however, it is clear that digital technologies have not yet been normalized to the school environment. Moreover, it emphasizes that a pedagogy based on peer interaction and dialogue has become more consistent for students today, and this pedagogy has been named by Prensky (2010) as Partnership Pedagogy. Some aspects were pointed out as representative of the change process that occurred in English classes with the integration of digital technologies, namely: sense of time, curriculum, roles, motivation and learning. Thus, digital technologies were seen as allies in the teaching and learning of English.