ASSIS, L.G.; http://lattes.cnpq.br/2978922282454158; ASSIS, Lorena Guimarães.
Résumé:
The society has daily experienced ever faster access to information and the consequent
expansion of the communication possibilities to literacy practices enabled by technology.
The school, as the main literacy agency, needs to consider teaching situations in which
technologies are used as teaching resources and collaborators of teaching practice, and it
is of fundamental importance to reflect on the type of training required for these uses to
occur. Teachers have had more opportunities to join in training courses for the use of
technology in the classroom context and, presumably, receive the preparation needed to
insert them in actions developed and planned in this environment. Consequently, a central
question guided this research "What uses are made of the technologies in the classroom
context?". The general goal of this work is to investigate the uses of technologies that
teachers and students do in class in order to realize in what ways these uses allow
multiliteracies practices. The specific objectives were stablished to identify and classify the
uses made of technology in the classroom, as well as describe and interpret what
constitutes these technology uses considering the actions that enable multiliteracy
practices. Concerning the methodological aspects, this study is considered from
qualitative and exploratory basis. The data were originated from a multiple cases study
involving the investigation of the technology uses made in the classrooms of two teachers,
one in biology and another in Portuguese, both from regular public schools. Regarding the
research corpus, this is made of the information obtained through questionnaires,
transcripts fragments from classes and interviews recordings, as well as notes kept in a
field journal. According to data analysys, it was possible to notice two main uses: the daily
uses, and the school uses, being established for the last two categories of analysis, the
uses for discursive and for teaching purposes. The theoretical basis of this work is based
on the theory of multiliteracies presented by the New London Group (COPE and
KALANTZIS, 2000, 2009; Cazden et al, 1996), as well as discussions postulated by
authors such as Smith (2002, 2004); Kleiman (2005); Ribeiro (2012); Marcuschi and
Xavier (2010); Rojo (2009, 2012), Braga (2010, 2013); Coscarelli (2010) and Street
(2010). The results presennted that teachers make use of technology in their personal /
social life, influencing teaching practice in a direct way , then, assuming the posture of
multiple subjects performing different tasks in various contexts in which they circulate. I
was also possible to notice that the uses of technology in the classroom enabled students
to give their opinions about the theme studied and, in several moments, taking the leading
role in the teaching / learning process, also experiencing multiliteracy practices through
the activities suggested by the teachers. Thus, given the results , it was possivle to
observe that the technologies are present in classrooms and their uses happen in many
different ways, also verifying the concern that teachers have while creating opportunities
in which the contact with multiliteracy practices providing interaction and collaboration
moments among students.