Teacher and new technologies in the perspective of Discourse Analysis: (dis)encounters in the classroom

Abstract

The understanding and use of information and communication technologies have become a requirement in today's society. Education hasn’t ignored this and, accordingly, has mobilized itself. In educational institutions the computerization of schools, distribution of laptops to teachers and tablets to students are examples of such an understanding by the government of the significance of new technologies in the teaching practice. However, a question among others arises: what is the position of the teacher in that technological scenario? This article analyzes the pedagogical discourse about teaching in the digital age. The theoretical formulations of Discourse Analysis of the French line, founded by Michel Pêcheux, constitute the theoretical basis of this work, which takes into account a socio-historical-ideological subject. Having in mind that discourse is heterogeneous we intend to understand the subject position of the English teacher in such an ever changing scenario.