Novas tecnologias e o professor de língua portuguesa: caminhos e desafios na escola

Abstract

This article addresses the theme “New Technologies and the Portuguese Language Teacher: Paths and challenges at school”, based on the perspective of a dynamic and dialogic teaching. The objective of this study is to identify which factors contribute to the use of technology in Portuguese language classes. Many teachers still see new technologies as an obstacle in the classroom and the resistance of these teachers to use them in the classroom undoubtedly reflects on student learning. In view of this, it is important to understand the system involved in the challenges and paths taken regarding the use of technology in Portuguese language classes and the role of the teacher in relation to this theme. In the search for answers to concerns about the theme of this study, the methodology of this research is qualitative in nature, method of dialectical approach, type of field, as well as bibliographic to guide and give veracity to the information contained in this work; the research subjects are 10 teachers and 10 students from a public school in the municipality of Maués-Am. As a theoretical basis, studies by Xavier (1998), Tajra (2000), Moran; Masetto; Behrens (2013), Brazil (2006) and others who contributed to the discussion of the subject in question.