Da Internet para a sala de aula: as percepções de professores em formação inicial sobre o internetês

Abstract

This paper investigates the perceptions of teachers in initial training process on students' linguistic practices influenced by the digital culture and the netspeaking characteristics, considering the language transformations in the socio-historical context and uses that speakers make of the language. By netspeaking we mean the written variant of the language which is the result of socio-communicative practices in digital communication contexts, such as conversations in chats on digital social networks, with its own characteristics such as word abbreviations, suppression of letters because of phonetic and phonological motivations, insertion of symbols and visual characters, as well as more complex processes in textual construction such as transformations in the textual cohesion process. Our main goal was to investigate how future teachers perceive these linguistic practices influenced by the netspeaking and their influences on the students' school writing. To achieve this goal, we discussed with Physics and Chemistry teachers in initial training process if and how the netspeaking is present at school, and their consequences in students’ writing. And then, from these discussions, we analyzed the perceptions of teachers in initial training process on the netspeaking in students’ writing. Relevant to the scientific field of teachers training, this research is justified in academic need because investigating language changes in digital culture and how the teachers perceive these changes, it is possible to contribute to a transformation of teaching thinking, considering the way language is taught in school in a more inclusive view. The research participants are teachers in the process of initial training, and their narratives were collected in focus groups. We analyzed the qualitative data from the focus groups from the perspective of the análise temática proposed by Fontoura (2011), adding the theoretical contributions of Marcuschi (1997), Bagno (2011), Marcelo (2009), Possenti (1996), Prensky (2001) and other scholars, whose theoretical focus meets the premise of language as a social practice. In addition to the análise temática, we used a software called IRaMuTeQ, which works with textual analysis of linguistic corpus. Finishing the analysis of the teachers in training process’ narratives it was possible to perceive that among the research participants, there are, both those who perceive the use of the netspeaking in the classroom in a negative perspective, as well as those who see this dialect coming from the internet with positive influences in the school environment. We consider that it is necessary enlarge the discussions on the theme encouraging academic production on the netspeaking associated to education, giving it scientific relevance, as well as investing in teacher training ways to qualify teachers to deal pedagogically with this linguistic phenomenon which arrived to schools.