O dizer do professor de inglês sobre o uso de tecnologias em um contexto de escola pública: um estudo com base na Teoria da Atividade
Carregando...
Arquivos
Data
2019-09-05
Autores
Silva, Renan Felipe da
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo tem por objetivo investigar o que dizem os professores de inglês a respeito da utilização de tecnologias nas escolas públicas de uma cidade do interior de São Paulo. A discussão teórica se embasa nos pressupostos da Teoria da Atividade (ENGESTRÖM, 1999; 2001), nos documentos oficiais que orientam a educação básica no Brasil (PCN, PCNEM, LDB, OCEM, BNCC, PME), nas Diretrizes Curriculares Nacionais para Formação Inicial e Continuada em Nível Superior de Profissionais do Magistério para a Educação Básica (BRASIL, 2002; 2015) e nos fatores que influenciam a utilização de tecnologias no contexto escolar (RODRIGUES, 2010; ALVARENGA; AZZI, 2013; ROSA; AZENHA, 2015; MAYRINK; COSTA, 2017). Trata-se de um estudo misto (quantitativo e qualitativo) do tipo survey cujos dados foram gerados por meio de um questionário composto por questões abertas e fechadas realizado com 16 professores de inglês atuantes nas escolas públicas da cidade focal. Além disso, adotou-se como fonte de dados complementar a tomada de notas feita pelo pesquisador em visita a cada uma instituições pesquisadas, totalizando dez escolas estaduais e uma municipal. Os dados apontaram que há utilização de tecnologias, contudo, apenas em alguns momentos da prática pedagógica dos docentes, conforme afirmaram os professores. Os tipos de atividade predominantes foram de pesquisa, escuta, pronúncia e vocabulário e as mídias mais utilizadas foram músicas, filmes, vídeos e jogos. Em relação aos objetivos, os docentes afirmaram utilizar a tecnologia para motivar os alunos, ampliar as oportunidades de aprendizagem, promover interação e ensinar-aprender diferentes habilidades, técnicas, vocabulários e estruturas gramaticais. Com base nisso, o componente de divisão de trabalho revelou que parte da comunidade envolvida na atividade não está em total cumprimento com suas responsabilidades, especialmente esferas governamentais responsáveis por capacitação de docentes, formação inicial e fornecimento de infraestrutura e manutenção, o que influencia o uso que se faz de tecnologias nesse contexto. Além disso, as regras explícitas do sistema de atividade, como baixo número de aulas de inglês definidas pelo MEC e obrigatoriedade de seguir o material didático, também afetam diretamente a integração de recursos tecnológicos a prática pedagógica. Por fim, regras implícitas manifestadas nas relações de poder entre professores de inglês e pedagogos colocam a disciplina de língua inglesa em um lugar de menor importância dentro da comunidade escolar, também incidem sobre o uso de ferramentas de tecnológicas pelos professores de inglês.
This study aims at researching what English teachers say about the use of technologies in classroom in the context of public schools in a city in the countryside of São Paulo State. The theoretical discussion sets its bases on the principles of the Activity Theory (ENGESTRÖM, 1999; 2001), on the official documents which orient the Brazilian basic education (PCN, PCNEM, LDB, BNCC, PME), on the National Curricular Guidelines to Higher and In-service education for basic education teaching professionals (BRASIL, 2002; 2015) and on the factors that influence the use of technologies in a public school context (RODRIGUES, 2010; ALVARENGA; AZZI, 2013; ROSA; AZENHA, 2015; MAYRINK; COSTA, 2017). This study employs quantitative and qualitative approaches and it is characterized as a survey type work. A questionnaire composed by closed and open-ended questions and answered by 16 public school English teachers is adopted as the main source of data. As a secondary data collection instrument, the researcher employed note taking about the schools’ infrastructure while visiting them. In total, ten state schools and one municipal school were visited. The data pointed out that the use of technology in this context exists, however, only in some moments of the teachers’ pedagogical practice. The predominant kinds of activity were research, listening, pronunciation, and vocabulary exercises done through songs, movies, videos, and games. Concerning the objectives, the teachers claimed to use the technology to motivate students, broaden the learning opportunities, promote interaction, and teach skills, techniques, vocabulary, and grammar structures. Based on this, the component of division of labor revealed that a part of the community was not completely fulfilling its responsibilities, mainly the governmental spheres in charge of in-service teacher education, initial training, and provision of infrastructure and maintenance, which ultimately influences the use of technologies in this context. Furthermore, explicit rules of this activity system, such as the low number of English classes in public schools and the requirement for following the teaching material, may lead to the low usage of technology observed in the questionnaire. Lastly, implicit rules manifested in the relations of power between English teachers and teachers of other subjects put the English subject in a place of less importance inside the school’s community, which also affects negatively the use of technology by the English teachers. All these elements contribute to the understating of the usage of technological instruments by English teachers in the researched context.
This study aims at researching what English teachers say about the use of technologies in classroom in the context of public schools in a city in the countryside of São Paulo State. The theoretical discussion sets its bases on the principles of the Activity Theory (ENGESTRÖM, 1999; 2001), on the official documents which orient the Brazilian basic education (PCN, PCNEM, LDB, BNCC, PME), on the National Curricular Guidelines to Higher and In-service education for basic education teaching professionals (BRASIL, 2002; 2015) and on the factors that influence the use of technologies in a public school context (RODRIGUES, 2010; ALVARENGA; AZZI, 2013; ROSA; AZENHA, 2015; MAYRINK; COSTA, 2017). This study employs quantitative and qualitative approaches and it is characterized as a survey type work. A questionnaire composed by closed and open-ended questions and answered by 16 public school English teachers is adopted as the main source of data. As a secondary data collection instrument, the researcher employed note taking about the schools’ infrastructure while visiting them. In total, ten state schools and one municipal school were visited. The data pointed out that the use of technology in this context exists, however, only in some moments of the teachers’ pedagogical practice. The predominant kinds of activity were research, listening, pronunciation, and vocabulary exercises done through songs, movies, videos, and games. Concerning the objectives, the teachers claimed to use the technology to motivate students, broaden the learning opportunities, promote interaction, and teach skills, techniques, vocabulary, and grammar structures. Based on this, the component of division of labor revealed that a part of the community was not completely fulfilling its responsibilities, mainly the governmental spheres in charge of in-service teacher education, initial training, and provision of infrastructure and maintenance, which ultimately influences the use of technologies in this context. Furthermore, explicit rules of this activity system, such as the low number of English classes in public schools and the requirement for following the teaching material, may lead to the low usage of technology observed in the questionnaire. Lastly, implicit rules manifested in the relations of power between English teachers and teachers of other subjects put the English subject in a place of less importance inside the school’s community, which also affects negatively the use of technology by the English teachers. All these elements contribute to the understating of the usage of technological instruments by English teachers in the researched context.
Descrição
Palavras-chave
Ensino-aprendizagem de línguas, Escolas públicas, Tecnologia, Teoria da Atividade, Language teaching and learning, Public schools, Technology, Activity Theory