%0 Journal Article
%T Educational Policies and new Technologies: a Challenge of the XXI Century Pol¨ªticas Educacionais e novas Tecnologias: um Desafio do S¨¦culo XXI
%A Am¨¢bile Piacentine Drogui
%A Vera L¨²cia Lopes Cristov£¿o
%J Semina : Ci¨ºncias Sociais e Humanas
%D 2012
%I Universidade Estadual de Londrina
%R 10.5433/1679-0383.2012v33n1p17-28
%X 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. Ara¨²jo¡¯s (2007), Ara¨²jo 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 ¨CParan¨¢ 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, h¨¢ muitos recursos tecnol¨®gicos que possibilitam a intera  o e o desenvolvimento de processos de aprendizagem de l¨ªnguas estrangeiras: ferramentas que podem ser utilizadas por professores e alunos na constru  o do conhecimento. N o ¨¦ raro o discurso de que os professores precisam atualizar-se, de que necessitam ir al¨¦m da lousa e do giz e que se fazem necess¨¢rios o letramento digital e a prepara  o para uma era tecnol¨®gica. Nosso objetivo, com esta pesquisa, ¨¦ verificar que pol¨ªticas educacionais est o sendo implementadas nas escolas nesse sentido, como se realiza a forma  o inicial e continuada dos professores de L¨ªnguas Estrangeiras (LE), para uso pedag¨®gico das novas tecnologias, e que investimentos s o feitos nos recursos did¨¢tico-tecnol¨®gicos das escolas. Os estudos de Ara¨²jo (2007), Ara¨²jo e Dieb (2009), Marcuschi e Xavier (2010), Souza-Lima (2010) e Gomes (2012) formam o aporte te¨®rico principal de nosso trabalho.  Para a an¨¢lise, coletamos, por meio de question¨¢rio, contribui  es de professores de l¨ªnguas estrangeiras de diferentes escolas p¨²blicas do N¨²cleo Regional de Ensino de Apucarana ¨C 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
%K Novas Tecnologias
%K Pol¨ªticas Educacionais
%K Forma  o docente
%U http://www.uel.br/revistas/uel/index.php/seminasoc/article/view/13208