As crenças dos professores de inglês em relação ao computador: coletando subsídios

Abstract

This study aims at presenting the English language teachers' beliefs about the use of computers in their teaching practice, and about their role as teachers in the digital society. To reach this goal, this research is focused on a theoretical conception of belief, understood as personal truths which, based on experience, guide actions and influences the beliefs of others. Furthermore, this research is grounded on two specific literacy concepts, being one restricted to the mechanical operation of the computer, whereas the other is a broader concept, involving the critical use of the equipment. Considering the literature related to the realm of educational technology, this study is also founded on interpretations about man-machine relationship, as well as on the proposals for the educational use of computers, either in general teaching or in the English language teaching. The methodological approach chosen was the hermeneutic phenomenological one (van Manen, 1990). Public and private schools, as well as language institutes, in the São Paulo area, served as the research field to this study which engaged 15 teachers of English (9 of them have already been using the computer in their professional practice whereas the other 6 haven't used it for teaching purposes). Considering the methodological orientation selected, beliefs were interpreted through the investigation of the recurrent themes that emerged from data. These outcomes show that all of the participant teachers are somehow literate for they are able to handle the mechanical operations of a computer. The nature of the institution they work for does not seem to be relevant in terms of leading them to make decisions about applying computers for English teaching purposes. The fact of using or not computers in their lessons is more likely a matter of personal choice for, most of the time, although having the equipment available by the school and being able to use it properly, some teachers decide not to do it. The beliefs revealed by the professionals focused on in this study may, therefore, provide teachers pre-service and/or continuing education programs with relevant data to integrate educational technology to the contents developed on a regular basis