A tecnologia digital e o ensino de língua inglesa: navegando e aprendendo com meus alunos no facebook

• Ano de defesa: 2014
• Autor(a) principal: Ferreira, Geralda dos Santos
• 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: Pesquisa narrativa; Tecnologia digital; Facebook; Ensino de Língua Inglesa; Língua inglesa Estudo e ensino; Tecnologia educacional; Narrative inquiry; Digital technology; English Language teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/15459; https://doi.org/10.14393/ufu.di.2014.129

This study aims to narrate a personal experience with some students in a classroom course, on Facebook. The specific objective is to investigate my work on Facebook by living an experience of foreign language with my students. This work was based on studies on social networks in teaching and learning (RECUERO, 2009; DUARTE E FREI, 2008; BOYD & ELLISSON, 2007; BOHN, 2010; ROBERTS, 2009; FARIA, 2010; FETTERMANN, 2012; QUADROS, 2011), the role of the teacher in online teaching (BRAGA, 2007; BARBOSA, 2006; FONSECA, 2009; GERVAI, 2007; BERGE, 2000; FRANCO, 2009; BONH, 2010); collaborative learning (PANITZ, 1997; BOAVIDA & PONTE, 2002; WIERSEMA, 2002; TINZMANN, 1990; DILLEMBOURG, 1999; SANTOS, 2008; GARBIN, 2010; MENEZES, 2010); notion of experience (DEWEY, 1976; FREIRE, 1983, 2007); curriculum (CLANDININ E CONNELLY, 1988; RUGG, 1947; TABA, 1962; GOOD, 1959; FOSHAY, 1969; SMITH ET ALL, 1957; DEWEY, 1897; MELLO, 2012; SCHWAB, 1978). The theoretical-methodological approach adopted was the Narrative Inquiry, according to Clandinin and Connelly (1988, 2000, 2004). The composing of the field texts was made through the Meaning Composing (ELY; VINZ, DOWNING; ANZUL, 2001). The survey results suggest that changing the classroom environment to the online environment may not mean a change in the practice of the teacher who is accustomed to have total control of the classroom. However, it is possible to observe that the use of the resources available on the Internet allows students to take an active role in the group, which may lead them to share the responsibility with the classmates and teachers. Regarding the implications of Facebook on the practice of the English language, the findings show that some characteristics of this social network can promote communication between speakers.