DIGITAL TECHNOLOGIES IN PUBLIC SCHOOLS: AN ANALYSIS OF THE PRACTICES OF TRAINERS AND COORDINATORS IN LIGHT OF ACTOR-NETWORK THEORY

Abstract

This research investigates how trainers and coordinators in a public school use digital technologies in their pedagogical practices. From the perspective of Actor-Network Theory-ANT (Latour, 1994; 2000; 2012), we seek to understand howthese technologies, in interaction with human actors, organize the teaching-learning process. The research is based ontheorists who study language teaching as a social practice (Bakhtin, 2016), digital culture (Levy, 2010; Buzato, 2018), andthe use of digital technologies in education (Moran, 2017; Rojo, 2009; 2012; 2013), among others. Using a qualitative and interpretative approach, we value the interaction between the researcher and the participants, allowing the data generated through semi-structured interviews to be analyzed in light of Dialogic Discourse Analysis, enabling theconsideration of various perspectives of the participants. The research revealed that the integration of Digital Technologies (DT) in pedagogical practices is essential for innovating and enriching the teaching-learning process; that the continuous training of trainers is fundamental to meet the demands of contemporary education; and, from the perspective of Actor- Network Theory (ANT), DTs, in interaction with human actors, organize and transform the pedagogical practices of those involved in the teaching-learning process.