A case study on digital technologies and foreign language teaching in a rural school in the city of Cáceres-MT: Adaptations, complexities and self-organizations ; Estudio de caso sobre tecnologías digitales y enseñanza de lenguas extranjeras en una escuela rural de la ciudad de Cáceres-MT: Adaptaciones, complejidades y autoorganizaciones ; Um estudo de caso sobre as tecnologias digitais e o ensino de línguas estrangeiras em uma escola do campo no município de Cáceres-MT: Adaptações, complexidades e autoorganizações

This research sought to analyze to what extent digital technologies (DT) can be articulated in the teaching practices of foreign language teachers in a rural school in the city of Cáceres-MT. The study was based on the Theory of Complex Dynamic Systems, which provided an expanded view of the dynamic functioning between the parts and the systemic whole of the Escola do Campo analyzed. The chosen methodology was the Case Study. Data analysis clarified that the use of digital technologies in this context is limited, and is linked to several factors. The data showed that teachers do not have a quantitative prognosis regarding the availability of equipment and logistical resources aimed at students’ internet access in their homes (farms, communities, settlements). This fact makes it difficult to promote practices mediated by DT and, consequently, to work with digital literacy. In addition, data analysis also pointed out that the teachers’ conception of Digital Technologies is closely related to internet access. In other words, for teachers, the possibilities of appropriating digital technologies do not make any sense if they are disconnected from the internet. Thisunderstanding reveals a misalignment with the Common National Curriculum Base (CNCB) that guides contemporary teaching and learning practices in Brazil. ; Esta investigación tuvo como objetivo analizar en qué medida las tecnologías digitales (DT) se pueden articular en las prácticas docentes de los profesores de lengua extranjera en una escuela rural de la ciudad de Cáceres-MT. El estudio se basó en la Teoría de Sistemas Dinámicos Complejos, que brindó una visión ampliada del funcionamiento dinámico entre las partes y el todo sistémico de la Escola do Campo analizados. La metodología elegida fue el Estudio de caso. El análisis de datos aclaró que el uso de tecnologías digitales en este contexto es limitado y está vinculado a varios factores. Los datos mostraron que los docentes no tienen un pronóstico cuantitativo sobre la disponibilidad de equipos y ...