A adoção da inovação na graduação em um período anterior e durante o tempo pandêmico: um estudo sob a perspectiva da complexidade

Abstract

The growing demand for the use of technological tools aimed at mediating pedagogical practices has been addressed in different studies in the field of Applied Linguistics. In addition, the theme has attracted the interest of public bodies that support the use of technologies as a pedagogical apparatus, in the sense of subsidizing public policies already implemented in Brazil, with the aim of expanding the use of these tools in the educational area. The issue gained prominence with the pandemic caused by the coronavirus, since, due to the physical distance, so that schools and universities in our country could continue with their academic year, there was a migration from face-to-face classes to remote classes and, therefore, access to the internet, applications and digital platforms has become frequent. As a result, teachers and students found themselves facing a teaching modality, the adoption of new practices, digital strategies and the non-spontaneous use of technological resources. For that matter, in order to collaborate with studies in the area of Applied Linguistics linked to technology, this work is proposed having as a guiding axis discussions on Complexity and the Innovation Adoption Model of Rogers (2003). The general objective of this study is to observe, from the perspective of Complex Adaptive Systems and the Rogers Model (2003), the perception of a group of undergraduate students regarding the use, spontaneous and compulsory, that is, before and during the pandemic, of digital resources for teaching and learning. For data collection, a semi-structured questionnaire was used as a method and then the production, with the support of a script, of a technobiography by thirty-seven undergraduates, who shared their perceptions regarding the use of DICTs in their training process, before and during the pandemic period. The treatment of these data is based on the qualitative-interpretative approach. The results of this study allowed us to perceive that the undergraduates, despite having felt how intense and tiring the Emergency Remote Teaching was, also perceived advantages in the use of DICTs in their training process. The purpose of this research is to broaden the discussions on the insertion of technology in higher education, as well as to encourage new research addressing the adoption of technologies from the perspective of complexity and even the emergence of possible initiatives to create teaching and/or extension courses, not only in the area of Literature, but also in undergraduate courses in general.