Formação docente para o uso das tecnologias digitais: uma proposta de oficina para professores de língua inglesa

Abstract

The presence of technological artifacts seems evident in all sectors of contemporary society. Consequently, the school scenario, and more specifically, the English Teachers, who are immersed in this world configuration, should trigger constant ressignifications in social practices, from the use of these artifacts. Therefore, seems appropriate an analysis about the profile and the English Teacher’s practices, especially for use of Digital Information and Communication Technologies (Digital ICTs) as pedagogical artifact, main focus of our research. The main objective in this work is: mapping the process of teaching English Language (EL) in public schools of a municipality in the south of Minas Gerais. As specific objectives: (i) make a survey of the didactic-pedagogical practices used by English language teachers, (ii) outline the English language teachers’ profile in relation to the use of digital technologies, (iii) propose to the participants of the research a workshop that allows a reflection on the operational and functional uses of Digital ICTs, in order to enable the implementation of new didactic practices. The methodological approach used was the case study, therefore, we had as a research scenario seven public schools from the south of Minas Gerais and as subjects participating in the research, twelve English language teachers of basic education. For the data collection we based on a questionnaire composed of objective and subjective questions and we used Content Analysis Theory by Bardin (2009) to sustain analyzing data. The data exploratory analysis indicated that English language teachers still do not use the digital technologies as the main pedagogical resource, despite expressing interest in developing practices that are capable of breaking with English language teaching in a structuralist way. Taking this scenario as a backdrop, it is intende d at the end of this study to present a proposal of a workshop to the participating teachers, with the purpose of contributing with reflective critical training around the use of digital technologies as a pedagogical artifact.