Antes, durante e pós-pandemia de covid-19: um estudo sobre a formação de professores em call para o ensino de língua inglesa

• Ano de defesa: 2025
• Autor(a) principal: Laysa Cristina de Oliveira
• Orientador(a): Patrícia Vasconcelos Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Faculdade de Filosofia, Ciências Humanas, Educação e Letras – FAELCH
• Programa de Pós-Graduação: Programa de Pós-Graduação do Mestrado Profissional em Educação
• País: brasil
• Palavras-chave em Português: Formação continuada de professores; Objetos digitais de aprendizagem; Tecnologias digitais; Pandemia de covid-19; Continuing teacher education; Computer-Assisted Language Learning (CALL); Digital learning objects; Digital technologies; COVID-19 pandemic
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufla.br/handle/1/60057

The teaching and learning of languages underwent significant adaptation due to the circumstances imposed by the COVID-19 pandemic and social distancing. The need to ensure educational continuity amidst these challenges accelerated the use of digital learning objects (DLOs) and the adoption of Computer-Assisted Language Learning (CALL) principles. However, this transition revealed barriers faced by teachers in using digital media, highlighting the importance of continuous professional development to keep pace with technological evolution and its integration into the educational context. This study aims to organize and present an overview of the available knowledge on the use of DLOs and remote learning platforms in foreign language teaching. Specific objectives include identifying the benefits of these resources, such as promoting greater interactivity and dynamism in the educational environment, as well as analyzing the challenges teachers face in adopting and integrating digital technologies into their pedagogical practices before, during, and after the pandemic. Methodologically, the research is structured around three interrelated articles. The first article explores the concepts, benefits, and challenges of DLOs in English teaching through a theoretical-conceptual review, concluding that continuous professional development is essential to maximize the potential of digital technologies. The second article employs a meta-research approach, analyzing studies published between 2020 and 2022 to examine the difficulties and strategies in using technologies during the pandemic, offering practical recommendations for teacher training. The third article adopts a qualitative-exploratory approach, using questionnaires to investigate teachers' needs in using DLOs, emphasizing the necessity for ongoing support. The main findings indicate that while digital technologies have enhanced foreign language teaching and learning, the lack of adequate teacher training limited their effective use. The pandemic served as a catalyst for adopting these technologies but also exposed significant gaps in infrastructure and technical support. As an educational product, a training course: The Use of Digital Technologies in English Language Teaching was developed, aiming to equip teachers with strategies for integrating DLOs and other digital tools into their pedagogical practices. This course provides practical approaches to promote more dynamic and interactive classes, contributing to overcoming the identified barriers and improving the quality of language teaching. The research conclusions highlight the need for investments in continuous teacher training, focusing on the development of integrated technological and pedagogical competencies, as well as adequate infrastructure, such as quality internet access and technical support. The development of public policies that encourage the adoption of digital technologies and promote innovative pedagogical practices, such as the use of multimodal resources, is recommended. The educational product offers practical strategies for integrating DLOs and digital tools, contributing to overcoming the identified barriers and enhancing the quality of language teaching. These guidelines aim to prepare the educational system for a digitalized and interconnected future, fostering innovative and inclusive pedagogical practices.