Learning English through Tics: A hermeneutical vision from the its protagonist’s eyes

Abstract

The conception that the teacher has about the teaching and learning of knowledge in everyday life and education, is expanded with the introduction of tics in the classroom. Thus, the purpose of this research is: Generate a theoretical construct on the teaching of English through the tics of 1st year students at the U.E.N. Wenceslao Casado Fonseca. This research is inserted in the interpretative postpositivist paradigm, with a qualitative approach and dialectical hermeneutics as a method. The informants were three teachers who teach at the institution. The data collection techniques were participant observation and the semi-structured interview and their instruments, observation criteria and generating questions. For the analysis of the findings, Categorization, triangulation and contrast were used. In the findings, it was found that transdisciplinarity is an arduous and complex task, therefore it becomes essential to update, disseminate knowledge and provide permanent training to teachers so that they can assume the challenge of "learning to learn" and "motivate learn” in unfavorable contexts. Reflections, the use of tics as a pedagogical tool for teaching English is essential for the revitalization of teaching and learning processes in young people. Inasmuch as, they have already been empowered by the use of office equipment in their daily work and it is the advantage that is possessed for the educational use of this information and communication technology for the benefit of the revitalization of the different activities that are developed in the classroom during the teaching of English.