Histórias de uma professora de língua inglesa e seus alunos no facebook: o papel do professor em ambiente online

Abstract

In this article, I present an experience I had with my students in a Facebook group created for English language practice. Accustomed to a traditional teaching with the teacher as the center, I thought I could have a different practice in the online environment, as the internet offers various tools for the pursuit of knowledge. Therefore, my goal was to describe and analyze the teacher's role in the online environment. As a theoretical framework, I relied on some concepts about the teacher's role in an online environment (Bohn, 2010; Barbosa, 2006; Fonseca, 2009; Berge, 2000), and collaborative learning (Panitz, 1997; Wiersema, 2002). The methodology that I used was the methodological theoretical approach of narrative inquiry according to Clandinin and Connelly (2015) that point out the need to study teachers' experiences to understand various issues involving education. I analyzed the experiences through meaning composition by Ely, Vinz, Downing and Anzul (2001) who emphasize the need for exhaustive writing, rewriting, reading and rereading work so that the research texts can be understood. Therefore, considering my understanding of experience, I realized that it is not easy to change practice just because you change your teaching environment. Also, I noticed that as a teacher in a social networking group, I had to take a different stance from the traditional classroom.