Tecnologias na sala de aula: possibilidades de usos na perspectiva dos multiletramentos.

Abstract

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.