Banca de QUALIFICAÇÃO: ROSEMEIRE MARCONDES SCHWARTZ

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : ROSEMEIRE MARCONDES SCHWARTZ
DATA : 05/12/2023
HORA: 13:30
LOCAL: Sala do Google Meet
TÍTULO:

English teachers' narratives about the use of digital technologies after remote teaching

PALAVRAS-CHAVES:

English teaching; Digital technologies; Digital literacy; Remote teaching, Narrative research.

PÁGINAS: 80
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
RESUMO:

This research aims to analyse English teachers’ experiences of using digital technologies in four state schools in Mato Grosso in the city of Barra do Garças. Specifically, it aims to understand the digital literacy practices of these teachers after experiencing Emergency Remote Teaching (ERT), a period that brought mandatory changes in the teaching modality, requiring differentiated didactics from educators. The study covers research questions, such as: How did these teachers experience and adapt their teaching practices during ERT? What strategies did they adopt in the face of mandatory changes in the educational scenario? What do these teachers report about the use of digital technologies in their teaching practices after ERT? The study falls within the field of Applied Linguistics and engages in transdisciplinary dialogues with Education. I use narrative research (Clandinin; Connelly, 2000) as a way of understanding the experience and process of collaboration between researcher and researched. Participants are English teachers of varying ages who have taught during the ERT period and are currently teaching, in the post-remote teaching period, in high school. The data comprises teachers’ narratives about the experience of teaching during and after the ERT period, collected through online interviews via Google Meet. This research is based on considerations about digital technologies in the educational context (Moran 2012, 2013, 2018,2019; Barton; Lee, 2015; Paiva, 2016, 2019; Carvalho, 2015,2020), on concepts of digital literacy (Coscarelli, 2010, 2011,2016; Ribeiro, 2011, 2016, 2018, 2019; Rojo, 2012, 2013; Lorenzi; Pádua, 2012; Dudeney et al., 2016), and in discussions about ERT (Cardoso, et al., 2020; Oliveira; Silva; Silva, 2020). This study may contribute to a critical reflection on the need to use digital technologies in education, highlighting the importance of English teachers’ digital literacy in conducting their teaching practices.

MEMBROS DA BANCA:
Presidente - 132024003 - ANA CAROLINA DE LAURENTIIS BRANDAO
Interno - 132146001 - BARBARA CRISTINA GALLARDO
Externo à Instituição - PATRICIA VASCONCELOS ALMEIDA - UFLA