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Educational Policies and new Technologies: a Challenge of the XXI Century Políticas Educacionais e novas Tecnologias: um Desafio do Século XXI

DOI: 10.5433/1679-0383.2012v33n1p17-28

Keywords: Novas Tecnologias , Políticas Educacionais , Forma o docente

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Abstract:

Nowadays, there are many technological resources that make it possible the interaction and the development of the foreign languages learning processes. These tools can be used by teachers and students in the construction of knowledge. It is not unusual to hear that teachers need to update themselves, go further than the blackboard and the chalk, and that both digital literacy and preparation for the technological era have become necessary. This research aims to verify what educational policies have been developed, how it is carried out the education of pre-service and in-service teacher’s of foreign language for the pedagogical use of new technologies, and what investments have been made in didactic and technological resources of schools. Araújo’s (2007), Araújo and Dieb’s (2009), Marcuschi and Xavier’s (2010), Souza-Lima’s (2010) and Gomes’s studies are the main theoretical sources for this work. For the analysis, Data was collected by using a questionnaire from which the contribution of Foreign Language teachers of different public schools in the Regional Teaching Center of the city of Apucarana –Paraná was analysed. These teacher’s voices have given us basis for a rich reflection about the contradictions that exist among the curricular guidelines and the conditions that are offered to accomplish them. Atualmente, há muitos recursos tecnológicos que possibilitam a intera o e o desenvolvimento de processos de aprendizagem de línguas estrangeiras: ferramentas que podem ser utilizadas por professores e alunos na constru o do conhecimento. N o é raro o discurso de que os professores precisam atualizar-se, de que necessitam ir além da lousa e do giz e que se fazem necessários o letramento digital e a prepara o para uma era tecnológica. Nosso objetivo, com esta pesquisa, é verificar que políticas educacionais est o sendo implementadas nas escolas nesse sentido, como se realiza a forma o inicial e continuada dos professores de Línguas Estrangeiras (LE), para uso pedagógico das novas tecnologias, e que investimentos s o feitos nos recursos didático-tecnológicos das escolas. Os estudos de Araújo (2007), Araújo e Dieb (2009), Marcuschi e Xavier (2010), Souza-Lima (2010) e Gomes (2012) formam o aporte teórico principal de nosso trabalho. Para a análise, coletamos, por meio de questionário, contribui es de professores de línguas estrangeiras de diferentes escolas públicas do Núcleo Regional de Ensino de Apucarana – PR. As vozes desses professores nos d o base para uma rica reflex o sobre as contradi es existentes entre o que prop em as diretrizes curricula

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