É desafio que se fala?Estágio, tecnologias e aula de língua portuguesa

Abstract

This Disseration aims at discussing the experience of the undergraduate students of the Letter graduation course (Portuguese) from the Bahia State University (UNEB) during their traineeship in basic education schools. This Dissertation presents the results of a study that transit between university and basic education. At UNEB - in Jacobina, Bahia - the Letters graduation course is responsible for the education of future professionals of Portuguese Letters, therefore, a period of supervised traineeship is mandatory for all the students. In this context, we carried out a research identify if and how the official documents of the UNEB - Jacobina Letters Course guide, foster and encourage students in training to insert Digital Information and Communication Technology (TDIC) in their planning and teaching practice. This study also sought to a) to analyze the presence of TDIC in the planning and in the pedagogical practice of internship of the students of the course of Letters of the UNEB - Jacobina; b) to compare the discourse and the pedagogical practice of the students of the discipline UNEB - Jacobina Language Course internship regarding the importance of using ICT in language teaching. In order to understand that relation we employed hybrid research tools, such as document collection (Institutional documents, the trainee’s lesson plan and pondering texts about their practice) open interview, questionnaire, and notes about the observation of traineeship classes. It is a qualitative research, which relies on interpretation, associated with the field of applied linguistics. The theoretical orientation of this study is focused on technology (Cupani, 201; Foucault, 2004), digital culture, (CANCLINE, 1996 e 1998; SANTAELLA, 2003 e 2007), literacy and multiliteracy (KLEIMAN, 1995; ROJO, 2009, 2011, 2012, 2013) and multimodality (QUINTANA, 2012) and (QUINTANA, SOUZA & PEREIRA, 2015). Therefore, this study has shown that, considering the regimenting documents, there is little instruction regarding the assurance of a consistent focus on the educational practices that incorporate the educational technologies. By the other hand, we noticed in the trainee’s practice a high interest on this topic, despite the flow on their education, which hinder the use of the technological instruments on middle and Junior-High schools. Hence, we perceived on the trainees an ability to employ in their planning and practice methodologies that goes beyond the traditional perspective of language teaching, despite the limitations of the curriculum and the school context.