Tecnobiografias de professores de línguas pré-serviço: compreendendo práticas digitais

Almeida, Patricia Vasconcelos

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DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada

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Articles • DELTA 40 (2) • 2024 • https://doi.org/10.1590/1678-460X202440260725 copiar

Tecnobiografias de professores de línguas pré-serviço: compreendendo práticas digitais

Autoria SCIMAGO INSTITUTIONS RANKINGS

RESUMO

A tecnologia digital (TD) está presente em muitos campos da sociedade do século XXI, incluindo a educação. Contudo, ainda existem poucos trabalhos que tratam da história de vida dos professores de línguas em relação à tecnologia - as suas tecnobiografias. Foi realizado um estudo de caso com professores de línguas pré-serviço, analisando como eles escolhem ferramentas digitais para aprender uma língua estrangeira e as suas impressões sobre o que está disponível online para tal finalidade - suas práticas digitais. Um dos objetivos deste artigo é expandir a literatura disponível no campo da tecnologia educacional, centrando-se nas experiências desses professores com a TD. A investigação qualitativa na área de CALL utilizou as tecnobiografias como dados. A análise mostra que os participantes se preocuparam com questões que envolvem o conteúdo do site ou do app selecionado para a aprendizagem da língua escolhida. As características de acesso e os testes de nivelamento disponíveis também foram mencionados. Os resultados sugerem que a compreensão das práticas digitais e experiências de aprendizagem online podem vir a beneficiar a construção de um currículo de formação significativo, que vise ao desenvolvimento profissional e práticas futuras.

Palavras-chave:
aprendizagem de línguas mediada pelo computador; tecnologia educacional; pesquisa narrativa; formação de professor de línguas; tecnobiografias

		Number of participants
*Pre-service language teachers*	who accepted to participate	14
*Pre-service language teachers*	whose data were selected for analysis	03
*CALL experience*	no prior experience	05
	little experience	07
	significant experience	02
*CEFR language skill level*	A2	05
	B1	06
	B2	01
	C1	02
*Gender*	female	08
*Gender*	male	06
*Age*	early 20s	08
	early 30s	04
	late 30s	02

	A	B	C	D	E	F	G	H	I	J	K	L	M	N
Audio 1	√	√	√	√	√	√	√	√	√	√	√	√	√	√
Audio 2	√	√	√		√		√	√	√	√	√	√	√
Audio 3	√	√	√	√	√	√		√	√		√
Audio 4	√	√	√		√		√
Audio 5	√	√	√			√
Script	√	√	√	√	√	√	√	√	√	√	√	√	√	√
Total	6	6	6	3	5	4	4	4	4	3	4	3	3	2

	Participant A	Participant B	Participant C
Family	Aunt - “first one to have a computer.”	Parents - “important for the learning process.”	“My mother.”
Family	Parents - “always thought that technology was important.”	Parents - “important for the learning process.”	“My mother.”
Peers	X	X	“My first contact with technology came via my neighbors and friends.”
Teachers	X	X	“Encouraged me to study.”

	Participant A	Participant B	Participant C
School	X	X	“Contact with the technology at school.”
University	“I have learned a lot about language teaching using technological tools.”	X	“The quantity of things to do related to the course.”
University		X	“I use facebook to keep in touch with people from the university.”
Extra-curricular	“My aunt’s home.”	“At home.”	“My neighbors and friends’ houses.”

	Participant A	Participant B	Participant C
Interests	“It is not limited to social media but I use facebook, twitter, Instagram.”	“Social media, netflix, university pages.”	“I use technological resources for my academic life.”
	“Subjects that I am interested in like feminism.”		“I use facebook to keep in touch with people from the university.”
			“I post comments when I need some information.”
			“I take part in votes which I consider important.”
Inspiration	X	“My father has a degree in information systems, we used to live with computers and other electronic artifacts.”	X
Expertise	“My own blog.”	“I am a digital native.”	X
Self-directed learning	“In my blog I develop the site and add elements that I think are relevant.”	“Used to play with the computer using those CDs made to learn English.”	“Better to use the technological resources.”
Self-directed learning	“Today I do routes using the technology and map research.”		“Better to use the technological resources.”
Gender	X	X	X
Perceptions	“I have learned a lot about language teaching using technological artifacts.”	“I did not change my social practices with internet use because I am a digital native.”	“I need to prepare more to use the technological resources.”
Perceptions		“Technology is essential in people’s lives, academic and professional.”

	Participant A	Participant B	Participant C
Decision-making and Career	“As a teacher I would use the activities that my classmates presented in the micro-classes.”	“I use/would use the technology as a professor, because I believe that is very beneficial to the learning-teaching processes in many aspects .”	“As a teacher I would use the computer, the camera, the cell phone, the data show , depends on the activity and the teaching approach.”
Decision-making and Career	“All of them were very relevant for my practices as a teacher.”

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E-mail: delta@pucsp.br

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[1] Conflict of interest

The corresponding author has no conflict of interest to declare and bears full responsibility for the submission.