Educational Policies and new Technologies: a Challenge of the XXI Century

Abstract

Nowadays, there are many technological resources that make it possible the interaction and the development of the foreign languages learning processes. These tools can be used by teachers and students in the construction of knowledge. It is not unusual to hear that teachers need to update themselves, go further than the blackboard and the chalk, and that both digital literacy and preparation for the technological era have become necessary. This research aims to verify what educational policies have been developed, how it is carried out the education of pre-service and in-service teacher’s of foreign language for the pedagogical use of new technologies, and what investments have been made in didactic and technological resources of schools. Araújo’s (2007), Araújo and Dieb’s (2009), Marcuschi and Xavier’s (2010), Souza-Lima’s (2010) and Gomes’s studies are the main theoretical sources for this work. For the analysis, Data was collected by using a questionnaire from which the contribution of Foreign Language teachers of different public schools in the Regional Teaching Center of the city of Apucarana –Paraná was analysed. These teacher’s voices have given us basis for a rich reflection about the contradictions that exist among the curricular guidelines and the conditions that are offered to accomplish them.