BETWEEN ADAPTATIONS AND COMPLEXITIES: THE PROCESS OF FOREIGN LANGUAGE TEACHING MEDIATED BY DIGITAL TECHNOLOGIES IN A RURAL SCHOOL IN CÁCERES, MATO GROSSO, BRAZIL.
Complexity, Rural Education, Foreign Language, Digital Technologies
This study aimed to investigate and analyze the extent digital technologies are incorporated by the teachers in their foreign language teaching practices, in a rural school in the city of Cáceres MT. The study was guided by the Theory of Complex Dynamic Systems which provided us a global view of the dynamic functioning among the parts and the systemic whole of the School. The analysis pointed out that the non-use of digital resources are not justified by cause-effect relationships, but by external and internal factors that complex the teaching practices mediated by the digital technology resources of the school studied. The analysis revealed that teachers do not know the profile of their students, as they are unaware that the vast majority have cell phones and internet access in their homes (farms, communities, settlements). In addition, the data also pointed out that conception of the teachers about Digital Technologies is closely related to internet access. That is, for these teachers the possibilities of appropriation of digital technologies make no sense if they are disconnected from the internet. This understanding points to a misalignment of these teachers with the Common National Curriculum Base (BNCC) that guides contemporary teaching and learning practices in Brazil.