Resumo

BASTOS, rafael lira gomes  e  RIBEIRO, pollyanne bicalho. A dialogical perspective of social representations of digital technology use in educational context. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.1038-1063.  Epub 01-Out-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ds05.

Take into consideration the importance of understanding how the social shared knowledge is built in an educational context, we verified the social representations about the use of digital technologies of professors of an English Language Course at a university situated in the countryside of the state of Ceará. To construct this reflection, we utilized the Social Representation Theory in a dialogic perspective. The methodological self-confrontation device enabled the generation of the discursive corpus. The analysis focused on the different relationships between the alter/ego/object signaled in the dialogues with the professors. We conclude that social representations about the use of digital technologies in educational context are made through themata like “easy/difficult” and “right/wrong”. The positive semantics of the lexicons "easy" and "right" pointed to social representations about the use of digital technologies as the best for students, easy, practical and valid, while the negative semantics of the lexicons "difficult" and "wrong" composed the representation of the object as an obligation, difficult, laborious or even inadequate. The dialogical relationship in the thematization of the object indicated that the theme is still tensioned and constantly negotiated in the professor’s language practices. We claim, therefore, for the need of public policies that enable the teachers training in order to let them to re-signify the relationship with the digital technologies beyond the oppositional categories verified.

Palavras-chave : Dialogism; Social representations; Themata; Digital technologies use.

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