Formação de professores de inglês e letramentos digitais: reflexões sobre o uso das TIC na sala de aula

Abstract

The advent of technologies and the immersion of contemporary society in the digital age brought meaning changes in education. These transformations have significantly changed the way we teach and learn language. Thus, it is fundamental to reflect on the need to insert ICT in the school environment, but above all in the training of English teachers, combined with new literacy practices, among them digital literacy, providing means of developing students' critical and reflective sense (SAITO and SOUZA, 2011). Therefore, this research aims to reflect on the use of ICT in the English Language course of the State University of Alagoas - UNEAL. To achieve this, some specific objectives were set: (1) To introduce ICT in English classes with a view to digital literacy in teacher training (2) To implement an inside and outside classroom practice with a view to the development of digital literacies in English language teaching and learning; (3) To reflect on the representations of students, future teachers, regarding the use of ICT in English language classes. This work is based on a view of transgressive, problematic and as a space of "unlearning" applied linguistic (FABRÍCIO, 2006). In addition, the adopted methodology refers to social research which integrates theory, method and creativity (MINAYO, 2010). The research happened during the English Language I discipline and it had the participation of 20 students from the 2nd term of English Language Course of UNEAL - Campus III in 5 meetings during the month of October 2015.The classes were planned based on socially relevant themes chosen by the students and based on the triad: English language teaching, ICT and digital literacies. Data collection was performed through lesson plans (LIBÂNEO, 1994), collective interviews (SEIDMAN, 1991; LÜDKE and ANDRÉ 1994), reflective journals of the professor-researcher and students (LIBERALI, 2003; SOARES, 2005), autobiographies (MARCONE and LAKATOS, 2010), and a group on Facebook. Data analysis is divided in analysis of the PPC of English Language Course of UNEAL, Proposals of work and representations of the students on the classes; Reflections about the student's critical-reflective process in the classroom; and outside classroom digital literacies and pedagogical training of students. The results of the research showed that using technologies in English classes may allow a greater interaction and participation of the students, inside and outside the classroom, having access to the living language and, consequently, the development of creativity, critical and reflexive sense of the students . The research also showed that the students constructed a pedagogical knowledge on the use of ICT in English classes and will probably use this knowledge in their future classes.