Contradições no ensino de práticas letradas digitais em inglês em uma instituição educativa pública: uma analise a partir da teoria da atividade
DOI:
https://doi.org/10.17533/udea.ikala.v27n1a06Palavras-chave:
Teoria da atividade, contradições, práticas de alfabetização digital, professores em formação, EFL, formação de professoresResumo
As reformas educacionais, os métodos de ensino do inglês e os requisitos institucionais apresentam um número significativo de contradições no sistema de atividade dos professores em formação de inglês como língua estrangeira. Como praticantes novatos, os professores em formação estão expostos a essas contradições enquanto se envolvem em novos sistemas de atividades, especialmente quando aprendem a colocar a teoria em prática. Portanto, este estudo de caso examinou as contradições que uma professora efl enfrentou ao incorporar práticas de letramento digital (pld) em seu planejamento como resultado de sua interação com elementos da teoria da atividade (ta). Também descreveram-se as mudanças no desempenho que ocorreram quando ela foi exposta a dinâmicas contraditórias de ensino. O estudo envolveu a professora inicial e um grupo de 35 alunos do 10º ano de ensino médio. As observações e entrevistas semiestruturadas revelaram contradições em termos de artefatos de mediação, objetos, divisão do trabalho e regras de mediação. Estas também indicaram como as contradições identificadas poderiam formar a base para uma mudança em seu sistema de atividade de ensino. Estes resultados sugerem que os programas de ensino não devem se concentrar apenas em quanto os nossos alunos aprendem novas estratégias, mas também em como eles adquirem habilidades transferíveis para transformar seus contextos.
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