Letramento e formação pré-serviço: ensino de inglês no contexto virtual e presencial

Abstract

This study aimed at investigating the contributions of an English Language 2 course so as to develop future English teacher who attended the fourth semester of their English Language undergraduation course. To be more specifically, it aimed at understanding the critical literacy process that the four teachers experienced in the second semester of the 2009 school year. The course on focus intended to combine the advantages and convenience of cyberspace and the English foreign language teaching-learning. To reach the goals, the theoretical underpinning was grounded on Beliefs (BARCELOS, 2004; PITEL 2006; GARBUIO, 2007, GIMENEZ, 2007), English language teaching (PAIVA, 1998; ALMEIDA FILHO, 1998; LEFFA, 2003; NICHOLLS, 2001),teacher development (LEFFA, 2001, 2006) and digital literacy (SOARES, 2002; XAVIER, 2010). The qualitative methodological research approach was based on Symbolic Interactionism (MOREIRA, 2002). The research context was the Federal University of Alagoas and involved 04 teachers in training, the teacher and me as a researcher. This study sought to involve the students to search for new horizons in the foreign language teaching context by making them getting in touch with and becoming aware of the several existing forms of technological resources used in teaching English. In doing so, we promoted their digital literacy. The outcomes revealed that beliefs about teaching and learning process are influenced by context and other external factors. The outcomes also revealed that it is necessary to take into consideration these beliefs in order to promote critical and digital literacy.