Representações de professoras de inglês sobre tecnologias e sua relação com a prática docente

Abstract

This research aims at analyzing social representations of four English language teachers concerning technology uses and the relationship with their teaching practice in two Ensino médio integral state schools in Aracaju-Sergipe. In order to reach this goal, the study was based on Social Representations Theory by Moscovici (2010) as well as on Jodelet (2001). The theoretical bases are conceptions of technologies by the following authors Castells (2012), Lemos (2015), Lévy (2010), Santaella (2013; 2016); the relationship between English teaching and learning and Technologies (BOA SORTE, 2019; LIMA, 2011, 2017; MONTE MÓR, 2017; PAIVA, 2015, 2019; ZACCHI, 2017), Ensino médio integral grounded on education laws: Ensino médio reform federal law, law nº 13.415, December 16, 2017, Sergipe state law of Ensino médio integral implementation, besides official documents PNE (BRASIL, 2014) and BNCC (BRASIL, 2018). This qualitative research is empirical as regards to data sources and collection procedures. The data were collected through questionnaires, non-participant class observation/field notes and semi-structured interviews, and the analysis is based on Freeman (1998) associated with the coding process by Auerbach and Silverstein (2003). The results revealed social representations of the participants regarding technology uses as to their teaching practice, taking into account considerations which emerged during analysis presenting contributions and implications for future research scenario of need for changes in the educationalsystem. The results pointed to the themes, technologies as a resource that facilitates, technologies as a threat, technologies as a ubiquitous element and technologies as entertainment, which converged to representation 1: technologies understood as digital technologies. The themes which also emerged were, analog technologies as an essential pedagogical resource in the English language class and digital technologies as an essential pedagogical resource in the English language class, which converged to representation 2: technologies as essential pedagogical resources in the English language class.