Era uma vez um professor de inglês recém-formado, um mestrado e um curso de extensão sobre tecnologias digitais

Abstract

In this research I recount a lived experience during an extension course, named ―Inserindo o mundo escolar no universo digital‖, about foreing language teachers digital literacy which took place in the city of Uberlandia. By developing this research, I have as a general aim to tell and to analyze the first teaching experience of a young teacher, a new graduate student of a Language course, in a context of an extension course about language teaching and learning mediated by digital technologies. Specifically, I intend to i) Investigate the in-service process of education of a new graduate student of a Language course living its first teaching experience and ii) Tell and research into how a young teacher, digitally literate, moves his personal practical knowledge to his teaching practice. I take as theoretical-methodological perspective the Narrative Inquiry (CLANDININ, 2006, 2007; CLANDININ; CONNELLY, 1998, 2000, 2011; CONNELLY; CLANDININ, 1990, 1994, 1999, 2006; et al), in which the analysis of field texts (narratives, lesson plans and course plan, photos, field notes, and others) is carried out through composing meaning (ELY; VINZ; DOWNING; ANZUL, 2001). This research is based on authors that research about language teachers education, about language teaching and learning mediated by technologies and about personal practical and professional knowledge (AFONSO, 2002; BUZATO, 2001, 2010; CELANI, 2001; CLANDININ. 1992; CLANDININ; CONNELLY, 2011; CONNELLY; CLANDININ;1988, 1999; FERRY, 1991; FREIRE, 1998, 2002; GARCIA, 1999; HUBER; MURPHY; CLANDININ, 2003; LANKSHEAR; KNOBEL, 2006; SELFE, 1999; SOUZA, 2011a; SOUZA, 2009b; WARSCHAUER, 2006; et al). From the stories I lived with the participants throughout this research, I could gather that the knowledge and the familiarity with sites and digital tools are not enough for teachers to know how to use them for teaching and learning languages. My experiences during the extension course and in the Language course, as a student and as a teacher in development, showed me that there seems to be a gap to be filled in Language courses with regard to the education of its students to teach and learn languages via digital technologies. My personal-practical knowledge has showed me that we can contribute to the digital-critical education of our students, prospective language teachers, when we create a space in which they can tell and compose meaning of their personal-practical and professional stories about the use of digital technologies for teaching and learning of languages.