Tecnologias digitais e ensino de línguas: análise de Projetos Pedagógicos de Cursos de Letras e das experiências de formação e pesquisa de seus professores

Abstract

Five years after the Covid-19 pandemic, the question that still resonates and that constitutes the key issue of this thesis is: how has initial training prepared language teachers to articulate teaching and digital technologies, both in emergency teaching contexts and in everyday school life? Based on this question, the general objective of this thesis is to investigate the preparation of language teachers in initial language teacher training and the preparation for teaching with digital technologies in the initial training process. Specifically, the intention is to: a) identify the affordances for teaching languages with digital technologies present in the pedagogical projects of in-person undergraduate courses (PPC) in Languages (Portuguese, Spanish and English) best evaluated in ENADE; and b) verify the training and research experiences of teacher trainers linked to these courses that are related to digital technologies. Epistemologically, we follow the ecological perspective (Van Lier, 2004) because we understand that preparation comes from the teacher's ability to recognize in his/her environment and in the chosen pedagogical resources possibilities for teaching languages with digital technologies. These possibilities for action are aligned with the concept of affordances (Van Lier, 2004) and involve: the identification, exploration and reflection on the use of digital technologies in the different language practices emerging from the current digital society; as well as their pedagogical potential to provide autonomy and the collaborative construction of knowledge in educational environments that go beyond the physical space of the classroom. Methodologically, this is a qualitative documentary research, anchored in content analysis (Bardin, 2011) and divided into two stages: (1) survey and analysis of pedagogical projects of Language courses; (2) survey and analysis of training and research experiences of teachers in these courses. In general, all PPCs present some type of affordance related to the teaching of languages and digital technologies and have teachers with experience and/or training in the area, although in low percentages. However, affordances may not be accessible to all students in all courses.