Objeto digital de ensino e aprendizagem à luz da teoria da complexidade: outras práticas docentes na formação inicial de professores de línguas estrangeiras ; Digital teaching and learning object in the light of complexity theory: other teaching practices in the initial training of foreign language teachers

The discussion about Digital Communication Technologies (DCT) insertion in educational contexts is not recent, however, practices often remain out of context and, as a consequence, technological resources are used without exploiting their full potential, promoting only the transposition from print to digital. The society is complex and non-linear, and in this way DCT make it possible to offer pedagogical practices consistent with reality. In this sense, Complexity Theory (CT) supports this study, from which it is understood that an activity with a teaching intention does not guarantee learning, as there are several components interacting in this process. Therefore, there are no recipes, and pedagogical practices carried out in one context are likely to have different effects in another one. It is up to the teacher to offer other/ new paths and provide a collaborative environment, according to Vygotsky's Sociocultural Theory (ST), with space for the development of active students. In this way, Digital Teaching and Learning Objects (DTLO) are configured as a possibility for the teaching action, bearing in mind that both its use and the design of new ones can contribute to the process of knowledge construction. Therefore, there is a need to educate teachers capable of exploring the potential of DTLO and building their own digital resources. Considering this problematic, the main objective of this proposal is to investigate how a DTLO conceived in the light of Complexity Theory can influence the construction of new objects by Foreign Language (FL) teachers in initial education. The methodological proposal of this study is based on the qualitative approach, with an explanatory character and with the investigative modality of intervention. The research participants were FL teachers in initial education who are studying Languages at a public university. The data generation process took place during two editions of a training workshop in context of Emergency Remote Teaching (ERT), with the use of the DTLO Caleidoscópio. ...