Ensino-aprendizagem de inglês no Ensino Médio do Instituto Federal de Alagoas: reflexões sobre TICs e práticas pedagógicas

Abstract

This study is an action-research about the public teaching-learning of English at Federal Institute of Alagoas, whose aim was to investigate and qualitatively reflect about the use of ICTs (Information and Communication Technologies) in my teaching practices. The research relevance has to do with the need for reviewing the educational aspects of the teaching-learning of additional languages in and to the current society, strongly affected by globalization and interconnected by ICTs. The research was developed on the ground of Applied Linguistics regarding its historical and emancipatory marks, as in Celani (1992; 2010); its inter/multidisciplinary character, according to Moita lopes (2006); Cook (2003); Soares (2008); Rajagopalan (2011); and its concerns with the role of language as a way of knowing the world and ourselves, Pennycook (1998). I found theoretical support in Lankshear & Knobel (2003); McLaughlin & DeVoodg (2004) to understand the conceptions of Literacies; in Leffa (2006); Arruda (2009); Crystal (2013) and others, about the impacts and role of digital technologies in the social life and school education. I prioritized the New Curriculum Orientations to High School level – Knowledge of Foreign Languages (BRASIL, 2006), which discuss the need for contemporary educational practices reformulations. The participants of the research were eighteen students in the fourth grade of Information Technology Course, high school level, at IFAL (Federal Institute of Alagoas) in Palmeira dos Índios city. The action-research took place for six months, from August 2013 to January 2014 and its main collect tools were: an initial questionnaire, a partial evaluation of the process, classes reports and final interviews.The interpretations of data highlighted the importance of the educational use of ICTs in and outside the classroom as a means to turning the teaching-learning of English an effective experience at public high school level, with relevant contributions to the learner’s critic development as well as to the teacher’s continuous formation.