Identidades tecnológicas: metáforas de professoras de inglês sobre o uso de tecnologias digitais

Abstract

In a cognitive view, metaphors are a phenomenon by which we make sense of the world and ourselves. Therefore, understanding identities and how they are constructed can also be a matter of metaphor (GOMES JÚNIOR, 2015). Considering the conceptions about metaphors and identities as socio-cultural and cognitive productions, the present master's research aimed to analyze the identities of English teachers in basic education of the Middle Piracicaba Region, specifically in the cities of Barão de Cocais and Santa Bárbara, MG, in relation to the use of digital technologies. This research was based on the theories of Castells (2018), Gomes Júnior (2009, 2011, 2012, 2015), Kövecses (2010), Lakoff e Jonhson (1980), Moita Lopes (2002) e Ribeiro (2020). The data set analyzed narratives of questionnaires, technobiographies and interactions in a face-to-face meeting. The analysis was based on the adopted theoretical framework, the participants’ profile, their conceptualizations about themselves and about the digital technologies, as well as their expectations and feedback on the continuing education action conducted on the WhatsApp application. This research was based on a qualitative method approach and has an interpretative nature, which searches to detail a specific situation and not to create universal laws. The data analysis consisted of the following steps: (a) quantitative assessment of closed-ended questions on the forms; (b) identification of metaphors through multiple readings of online interactions, open-ended questions on the forms and technobiographies; (c) categorization of metaphors based on their regularities; (d) interpretative analysis of the emerging categories according to the theories studied; (e) discussion on the relationship between the uses of digital technologies (in the classroom) and the metaphorized technological identities of the participating teachers. The data reveal that the teachers project their technological identities as TRAVELER, DEPENDENT, INVESTOR, LIMITED PERSON, BABY, PART SETS, CONTAINER, COMMODITY, FIGHTER and that the THE SELF IS NEAR/FAR. Regarding the metaphorical expressions that thematize digital technologies, which also inform conceptual domains constituting the technological identities of the participants, the data showed that teachers metaphorize digital technologies as PEOPLE, LENSES, FAMILIARITY, CONNECTIONS, ACCESSES, FORCES, ALLIES and TERRITORIES. The metaphors reveal, in addition to beliefs, conceptualizations and emotions, the way teachers construct themselves as users of technologies. The participants use conceptual domains and image schemas to identify digital technologies and the different selves that emerge from this relationship. The research points out to the importance of teachers getting to know the role of metaphors in language teaching and learning, as well as identifying their technological identities to reflect and rethink their practices in the English language classroom.