Celular em sala de aula: e agora pode, professor(a)? Situações de aprendizagem de Língua Inglesa por meio dos letramentos digitais em uma escola pública de Lauro de Freitas/Ba.

Abstract

This research arose from the concern of an English language teacher at a basic school who found herself impacted by technological self-heteroecoformation (Freire; Leffa, 2016) and how this process was important to get through the pandemic period more smoothly. Since the COVID-19 pandemic forced us to look for mechanisms in technological means to bring education to students and one of the biggest difficulties in this process was the lack of digital literacy among both students and teachers. In this scenario, the cell phone (Smartphone), which until then was prohibited at school in the context of this research, became a great ally during this period, since it was through this that a large part of the students had access to knowledge. Therefore, the objective of this research was to reflect on how digital literacy practices using cell phones in the classroom may or may not contribute to engagement and teaching-learning of the English language. The specific objectives are: a) to investigate how students access TDICs at home and school context; b) identify how students see the use of cell phones in the classroom and how they use them to learn English; c) analyze how the proposed learning situations, using the cell phone as a tool, contributed or not to the engagement and teaching learning of the English language and d) reflect on how the insertion of digital technologies has contributed to my technological self-heteroecoformation and improvement of my pedagogical practice. This is research with a qualitative approach of an (auto) ethnographic nature. The data generated by various instruments were analyzed interpretively through data triangulation. As a result, it was concluded that access is still a limiting factor for the use of technologies, but that this difficulty has been decreasing in relation to students; that most students see cell phones as a learning facilitator due to their ubiquity and portability and can be used to learn English through applications and websites; that the use of cell phones was not a distraction from classes, on the contrary, it contributed to engagement, maintaining contact with students and promoting the flipped classroom methodology and thus recovering content not assimilated during the pandemic in other times and spaces beyond of the school. Also indicating that if teachers seek teaching methodologies that place students in more active and central roles, the risk of student dispersion with mobile devices decreases and that, as well as continued in-service training, the teacher's technological self-heteroecotraining is extremely important for us to meet the educational demands of the information society and digital culture. In conclusion, this self heteroecoformative process can help to reduce the existing gap in teacher training for the use of technologies, because while this greater change has not yet occurred through public policies for technological teacher training, we can reduce the gaps by learning from ourselves, with peers and with the environment.