O uso de tecnologias nas aulas de língua inglesa no Ensino Fundamental II em Foz do Iguaçu/PR

• Ano de defesa: 2018
• Autor(a) principal: Mello, Etiene Caroline Farias de
• Orientador(a): Boscarioli, Clodis
• Banca de defesa: Zilly, Adriana , Paizan, Delfina Cristina , Pereira, Vinícius Carvalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Ensino e aprendizagem de inglês; Tecnologias digitais no ensino; Aprendizagem mediada pelo computador
• Palavras-chave em Inglês: English teaching and learning; Digital technologies in education; Computer assisted language learning.
• Palavras-chave em Espanhol: Enseñanza y aprendizaje de inglés; Tecnologías digitales en la enseñanza; Aprendizaje de idiomas mediado por el ordenador
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.unioeste.br/handle/tede/4086

The technological universe, which is increasingly present in people's lives, causes significant transformations in the way they communicate and relate, thus reflecting on how they teach and learn. Since the English Language (EL) is widely used in such digital contexts, teachers face a great challenge when it comes to seeking new perspectives on the use of Digital Information and Communication Technologies (ICT) in teaching and learning. By focusing on English Language Teachers (ELT), the present study aims to analyze the inclusion of ICT in Elementary Education ELT practices in state schools in Foz do Iguaçu. In order to question pedagogical practices in view of ICT use, the following inquiries have been made: 1) is the inclusion of ICT in the classrooms a reality?; 2) If so, how has it been implemented, and what ICT resources have English teachers been using in their pedagogical practices?; and, finally, 3) has teacher education been offering tools in order for them to use ICT resources for educational purposes in the classroom? For the collection of data, semi-structured interviews have been conducted with 30 of these teachers, who reported both their pedagogical practices using ICT tools and their background in the field. The method of coding was used in the analysis of qualitative data, and the results indicate that the inclusion of ICT in the ELT classroom is still incipient, and that many of its possibilities and potentialities are yet to be explored. However, the results also show that the low use of ICT in English classes is due to the lack of training/education and, to a much greater degree, to the weak school technological infrastructure, reduced working hours and lack of technical and pedagogical support. Despite such barriers, some teachers endeavor to innovate their praxis through the use of ICT resources. In conclusion, besides diagnosing the issue, this research contributes teachers’ pedagogical practices, inviting them to reflect on their decisions and actions to implement ICT in English classes effectively.