ABSTRACT
This article aimed at investigating two students´perceptions of an English-language teaching undergraduate program about learning and pedagogical practices of students in basic education with the use of technologies in a subject which is part of the curriculum. This investigation is grounded in theories that discuss the use of Information and Communication Digital Technologies in teaching-learning (BUCKINGHAN, 2010BUCKINGHAM, D. (2010). Cultura digital, educação midiática e o lugar da escolarização. Educação & Realidade. Porto Alegre, v. 35, n. 3, p. 37-58, set./dez.; ALMEIDA;VALENTE, 2011ALMEIDA, M. E. B.; VALENTE, J. A. (2011). Tecnologias e currículo: trajetórias convergentes ou divergentes? São Paulo: Paulus., 2016ALMEIDA, M. E. B.; VALENTE, J. A. (2016). Políticas de tecnologia na educação brasileira: histórico, lições aprendidas e recomendações. São Paulo: Centro de Inovação para a Educação Brasileira - CIEB Estudos. Disponível em: <http://www.cieb.net.br/wp-content/uploads/2016/12/CIEB-Estudos-4-Políticas-de-Tecnologias-na-Educação-Brasileira. pdf> Acesso em 31 de mar. 2017.
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; BRAGA, 2013BRAGA, D. B. (2013). Ambientes digitais: reflexões teóricas e práticas. São Paulo: Cortez.; among others). As for the methods, the research is considered a qualitative case study (STAKE, 1995; YIN, 2015). The results show that a specific academic subject on technologies plays a relevant role in English-language teaching undergraduate programs, since not only does it provide learning diversity with different digital technological interfaces. However, it also allows the teacher-to-be to reflect upon the potential and appropriation of these technologies for teaching purposes.
Keywords:
Information and Communication Digital Technologies; English-language undergraduate teacher education; teaching-learning