Um estudo sobre o perfil tecnopedagógico do professor de línguas do século XXI: você é tecnofóbico, tecnofílico ou tecnostênico?

Abstract

Several nomenclatures come from research that relates generations and digital technologies: digital generation, generation X, Y, digital residents, among others (WHITE, 2008; TAPSCOTT, 2010; PRENSKY, 2012). However, although there is already research on the relationship that teachers have with digital technologies in their personal and professional lives (SAITO, 2011; FERONATO, 2012; SELBER, 2014; REIFF, 2019), it is necessary to investigate a constantly changing theme. Therefore, in this work, a historical contextualization of two profiles, called “technopedagogicals”, known as technophobic and technophilic (DEMO, 2009; RONIT, 2011; LAM, 2015) is made, and then a third term called “technostenic” is proposed. in order to cover a third user profile and investigate whether this relationship influences or is influenced by teaching practice. Based on data collected from professors at the Federal Institute of Ceará, and qualitative analysis of these results, the perception regarding technological incorporation was identified, concluding that there is an influence in terms of the three profiles and in what they can cause in teaching practice, as well as what can be done for a wider change in the teaching work.