Formação continuada de professores de língua inglesa e os possíveis impacto das tecnologias digitais

Abstract

ince the middle of the XX century, an accelerated rhythm of transformation has taken place in society, the advance of technology has caused several changes in the political, economic and educational spheres. To reflect in this context, is to think about the formation of teachers and their great transformations in recent times. Concerning to this perspective, the aims of this dissertation are to corroborate for the investigative field of the continuing education of teachers that teach English Language at Final Years of Elementary School, in municipal education of the Garibaldi City, located in Rio Grande do Sul, Brazil. This investigation is also related to the possible impacts of digital information and communication technologies in this formative process. The problematization of this study is pointed up what these possible impacts are, as well as other questions that have arisen as a way to get around the problem of this study, from the perspective of analyzing how teacher training influences the knowledge of the teacher, on the contribution of reflective practice in the process of continuing education of teachers that teach English language and the descriptions of educational legislation in the continuing education of teachers and digital technologies of information and communcation. To mediate the course of the research, the methodology used in theorizing the method and the methodological procedures that guided the trajectory of this study is made possible by the qualitative approach by Bogdan and Biklen (1994) and Ludke and André (1986), outlined by the case study by Yin (2010), (2005), (2015). The methodological procedures that contributed to the construction and analysis of the data took place through document analysis (PME) of the Garibaldi city/RS and semi-structured interviews with teachers that teach English Language in the Final Years of Elementary School. For data analysis, the study is based on the perspective of analysis by Bardin (2004). The main theoretical contributions that support the paths of investigation, inspire the descriptions and base the reflections and interpretations of this study, are anchored in Paulo Freire, to discuss the concept of education and Antonio de Nóvoa's conception that contemplates the continued formation of teachers in a critical reflection perspective of teaching practice. To approach the digital technologies of information and communication the study is anchored in Pierre Lévy and Emanuel Castells. As well as other main theorists: Maurice Tardif, Alba Celani and Vera Lúcia Menezes Paiva. This dissertation is inserted in the line of Research Education, Language and Technology of PPGEdu/UCS. Three categories were emerged from the subjects' speeches: “the path taken in the continuing education of teachers”, “the search for the continuing education of English Language teachers and teaching knowledge” and “the insertion of digital information and communication technologies and possible impacts on continuing education”. The research showed that most of the teachers that teach English Language, subjects of this study, are interested in continuous teacher training and search for professional knowledge through the use of TDICs and that possible impacts may occur, since, by inserting digital information and communication technologies in this training process, come to enhance the work of the teacher and transform their practice, contributing with a more interesting methodology.