http://lattes.cnpq.br/4627941101160868; ALVES, V. F.; ALVES, Vanessa Fernandes.
Resumen:
Globalization and the development of digital technologies are considerably changing the way we interact and communicate, making the teaching of the English language in its social, cultural and linguistic aspects fundamental in public schools. In the beginning of 2020 the Brazilian education had its face-to-face activities suspended due to the social isolation to contain the advance of the Covid-19 pandemic. In this way, by order of the Ministry of Education, the schools, teachers and students needed to adopt remote education and had to develop their pedagogical activities and practices through digital technologies to minimize the effects of the pandemic on basic education. In this context, the present work aims to present digital technologies that can assist the teaching and learning process of students with Attention Deficit Hyperactivity Disorder (ADHD) in the remote teaching of the English language. We have for specific objectives, reflect on the impacts of the Covid-19 pandemic in English language classes for students with ADHD, aiming to understand how multimodality and Digital Information and Communication Technologies (TDICs) can contribute to the meaningful learning of these students and analyze how teachers can use Learning by Design as a tool for teaching the English language. This is a qualitative research, through bibliographic review. For this research, we will use as theoretical contribution Grupo Nova Londres (1996), Cope e Kalantzis (2005), Correio e Correio (2020), Leite (2011), Faustino e Silva (2020), Alves (2021) and Brasil (2018). Therefore, we hope that this work will significantly contribute to the pedagogical practices of English language teachers, assisting in the teaching and learning process of students with ADHD through sharing possibilities in the uses of TDICs and the neuroscience in remote education.
