Resumo

ANNOCQUE, François; LEMOINE, Véronique  e  LAGO, Ana Cristina Castro do. Digital devices in education: what french and brazilian teachers and students say. Rev. Educ. Questão [online]. 2017, vol.55, n.43, pp.12-40. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2017v55n43ID11803.

This article sets out to highlight several forms of student' and teacher' discourse within the context of digital training courses. This is based upon a comparative analysis of the methodologies used in three research contexts and in three distinct geographical contexts (French studies, Franco-German studies and Brazilian studies). Beginning with methodological set-ups unique to each research context (interviews carried out with teachers, on-line feedback forms sent to every student and the tracking of student forum activity) as well as distinct conceptual frameworks stemming from didactics, professional didactics, pedagogy and enunciative theories, we have singled out discourses. Firstly, these reveal the evolution of current teacher professionalization as well as that of future teachers. Equally concerned is the profession of trainer that is now synonymous with that of a course designer. Secondly, we have assessed the dialectic relationships between the established digital practices and the representation of educational and learning content for the students.

Palavras-chave : Participant discourse; Digital system; Established practices.

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