| Summary: | nÃo hà === Esta pesquisa se propÃe analisar a prÃtica do uso de tecnologias digitais por professores graduados no curso de Letras-InglÃs na modalidade a distÃncia e presencial da UFC Virtual. A investigaÃÃo parte de um questionamento central segundo o qual a formaÃÃo docente em EAD poderia influenciar o ensino da lÃngua inglesa com tecnologias digitais e isto se refletiria na prÃtica docente quando o profissional estivesse formado e atuando em escola pÃblica preferencialmente. Hà muitos estudos sobre a formaÃÃo deste novo docente vindo da EAD de lÃngua inglesa (FURTADO, 2015; SALES, 2015; SILVA, 2015), porÃm, quase nenhuma pesquisa no Brasil jà investigou a atuaÃÃo do professor graduado em EAD (MONTEIRO, 2009) visto que os primeiros formados datam de 2 a 3 anos nas universidades brasileiras que ofertam esse curso. Algumas possibilidades e recomendaÃÃes retiradas do Projeto PolÃtico PedagÃgico do curso de Letras/InglÃs em EAD da UFC Virtual e do curso de Letras/InglÃs noturno da UFC foram contrastadas, bem como a apresentaÃÃo de alguns modelos de integraÃÃo tecnolÃgico-pedagÃgica que poderiam ser incorporados pelos professores de lÃngua inglesa, como o CPCT, de Misha e Koehler (2006) e o SAMR, de Ruben Puentedurra (2009). ApÃs a anÃlise da triangulaÃÃo dos dados obtidos com as duas categorias de professores (questionÃrio prÃvio, observaÃÃo de aulas, entrevista semiestruturada e notas de campo) e sob referencial teÃrico e metodolÃgico dos estudos em CALL e letramento digital: (CHAPELLE, 2010; LARSENâFREEMAN, 2000; BELSHAW, 2011; BUZATO, 2016; LEFFA, 2008), dos modelos de integraÃÃo tecnolÃgico-pedagÃgica (VOOGT; KNEZEK, 2008; PUENTEDURRA, 2009) e de barreiras internas (BARCELOS, 2001; 2003; 2004; MIRANDA, 2005; SILVA, 2010; GILAKJANI 2012) e externas (ERTMER, 1999 PELGRUM, 2001), foi observado que os quatro professores participantes da pesquisa se mostraram aptos a utilizar tecnologia de forma satisfatÃria, embora em um nÃvel menor de acordo com os modelos, dentro dos seu espectro de possibilidades e dificuldades em seus locais de trabalho. TambÃm nÃo houve nenhuma diferenÃa considerÃvel nas aulas e nas respostas dos instrumentos entre os professores graduados nas duas modalidades, a nÃo ser uma maior originalidade do uso de diferentes ferramentas dos professores provenientes da EAD. Conclui-se, portanto, que os usos (e seus porquÃs) sÃo plenamente orientados pela qualidade da formaÃÃo recebida, com maior influÃncia de disciplinas especÃficas e seus professores, pelas atividades do AVA (no caso dos professores vindos da EAD) e pela vontade e intenÃÃo do professor em pesquisar e se manter atualizado quanto ao uso detecnologias digitais em suas aulas de inglÃs. Ademais, quanto aos professores pesquisados as barreiras externas foram mais limitadoras da integraÃÃo tecnolÃgica do que as barreiras internas, as quais atingiram os quatro professores da mesma forma, suplantadas com mais sucesso atravÃs do domÃnio tÃcnico e originalidade do professor. A pesquisa vem a contribuir com a investigaÃÃo da formaÃÃo de professores de lÃnguas, formaÃÃo em EAD e em sua mediÃÃo de qualidade, nos estudos de barreiras no ensino e na aprendizagem de lÃnguas e nos estudos em CALL e em lÃnguÃstica aplicada com Ãnfase em modelos para integraÃÃo pedagÃgico-tecnolÃgica. === This research intends to analyze the practice of the use of digital technologies by teachers graduated in the course of English language teaching degree in the online and by attendance modality of UFC Virtual. The research starts from a central question which questions if the teacher training course in distance learning could influence the teaching of the English language with digital technologies and if this would be reflected in the teaching practice when the professional was trained and acting in public schools preferably. In Brazil, almost no research has investigated the performance of the teacher already graduated in distance learning (MONTEIRO, 2009), although there are many studies about the formation of this new teacher coming from English-speaking training course in distance learning (FURTADO, 2015; SALES, 2015; SILVA, 2015). That may be explained because the first graduates date from 2 to 3 years in the Brazilian universities that offer this kind of modality. Some possibilities and recommendations taken from the Pedagogical Political Project of the English language teaching training course of the UFC Virtual and the UFC (night shift) English language teaching training course were contrasted, as well as the presentation of some models of technological-pedagogical integration that can be incorporated English teachers such as CPCT by Misha and Koehler (2006) and SAMR by Ruben Puentedurra (2009). After analyzing the triangulation of the data obtained with the two types of teachers (previous questionnaire, observation of classes, semi-structured interview and field notes), and under theoretical and methodological reference of studies in CALL e digital literacy: (CHAPELLE, 2010; LARSENâFREEMAN, 2000; BELSHAW, 2011; BUZATO, 2016; LEFFA, 2008), pedagogical-technological integration models (VOOGT; KNEZEK, 2008; PUENTEDURRA, 2009) internal barriers (BARCELOS, 2001; 2003; 2004; MIRANDA, 2005; SILVA, 2010; GILAKJANI 2012) and external barriers (ERTMER, 1999 PELGRUM, 2001). It was observed that the four teachers were able to use technology in a satisfactory way, although at a lower level according to the models, within their range of possibilities and difficulties in their working places. There was also no significant difference in classroom and instrument responses between teachers of both modalities, except for greater originality in the use of different tools from teachers graduated in distance learning modality. It was concluded, therefore, that the uses (and their whys) are fully guided by the quality of the training received, with greater influence of specific disciplines and their teachers, by the AVA activities (in the case of the teachers who graduated in distance education) and by will andintention of the teacher in researching and keeping up to date on the use of digital technologies in their English classes. In addition, the external barriers were much more restrictive of the technological integration than the internal barriers, which reached the four teachers in the same way, more successfully overcome through the technical mastery and originality of the teacher. The research contributes to the areas of language teacher training, distance learning training and its quality measurement, studies of barriers in language teaching and learning, and studies in CALL and applied linguistics with emphasis on models for pedagogical-technological integration.
|
|---|
