Professores em formação inicial: reflexões sobre práticas pedagógicas mediadas pelas tecnologias digitais no ensino e na aprendizagem de língua inglesa

Abstract

The contemporary and postmodern context, permeated by the technological advances of the last years, yearns that the education breaks with the traditional system of teaching, which is based on practices of the past centuries. Hence, the complexity involved in teaching foreign languages demands a constant rethinking of teaching and learning practices, so that they contemplate the production of knowledge in a critical, reflective, integrative and collaborative way, as well as being capable of conducting students to a re-signification of their knowledge and their economic, cultural and social realities. To support this rethinking of practices, this research seeks theoretical background in the studies of critical education, digital literacy and applied linguistics, in a critical and reflective perspective. The objective is to investigate how pre-service English teachers understand the use of technology in the classroom, in the theoretical and pedagogical scopes. Therefore, it is necessary to resort to the procedures established in qualitative research based on ethnography, for understanding that this type of research proposes a reflection based on the rupture of mechanisms of domination and oppression, in addition to comprising contexts permeated by the multiplicity of meanings, knowledge and values. The results reveal that pre-service teachers understand that the use of digital technologies in language classes is important to value student's reality, although in their view schools are not prepared structurally and pedagogically for such use. Given this absence of adequate school structures for contextualized teaching practices, denounced by the participants of this research, it is evident the need to broaden the discussions about educational and language policies. Keywords: Technological advances; foreign languages; critical education; pre-service English teachers; educational and language policies