O uso do facebook em aulas de língua inglesa na perspectiva dos multiletramentos.

Abstract

In postmodernity, the presence of Information and Communication Technologies (ICT), in various spheres of society, generate new ways of producing and consuming knowledge, to relate to other, to read and write. The literacy practices mediated by technologies require of the citizens a closer look because the texts, previously composed only with word, are now multimodal, they integrate images, videos, sounds and other semiosis. We understand that to have a linguistic education that can meet the needs of our students, the digital natives (PRENSKY, 2001), epistemological changes in teachers education are necessary. The inclusion of ICT can enhance teaching practices, making the classes more dynamic, attractive, as they can also enable greater interaction and collaboration between students and the teacher. Thus, new knowledge can be articulated in school and in everyday life of our students. Based on these considerations, we have established as the main objective of our research to investigate the possibilities for use of ICT in English classes of a teacher in a public school. As specific objectives we are interested in (1) analyze the impacts on students after using a Facebook group as a tool to facilitate the learning and (2) identify the challenges faced by the teacher during the use of ICT as a resource of English language teaching. In order to answer the following question: what aspects the use of a Facebook group can enable the English language teaching at school? While teacher and researcher, I opted for an action research, with a qualitative nature and ethnographic approach (MOREIRA, CALLEFE, 2008). I analyzed how activities, designed for a Facebook group called FunEnglish, were developed by the students and the teacher. The group attended the English language teacher and 30 students of the 9th grade of an elementary public school in the city of Juazeirinho-PB. Our corpus consists of the notes taken by the teacher-researcher, comments and exercises done by students in FunEnglish group and a questionnaire answered at the end of the survey by them. I seek theoretical support for the analysis and interpretation of data in studies about teacher education and the pedagogy of Multiliteracies, in the perspective of the New London Group (1996), Cope and Kalantzis (2009), and Rojo (2012, 2013). As well, on studies of Lankshear and Knobel (2003), Monte-Mór (2009, 2012) and in the contributions of Kumaravadivelu (2012) who discusses what prospects should be rethought in the training of language teachers so that they can meet the demands of a globalized society. With this experience, the teacher-researcher found that the articulation of the proposed activities in the classroom and made in the social network contributed to greater interaction among participants, as well as a critical position about the issues that were addressed. Moreover, the teacher could take English language teaching out of the classroom walls, increasing the contact time with the language and the way it is exposed.