O uso do TikTok como recurso pedagógico nas aulas de língua inglesa: uma proposta de tradução com música na perspectiva da aprendizagem por design dos multiletramentos.

Abstract

Contemporary society is in a constant process of (de)(re)constructing meanings of the world, through information and content available on social networks. Therefore, it is necessary to critically reflect on the fact that English teachers in the 21st century cannot do without the use of these technological media in their pedagogical practices. In this sense, the present work aims to present the TikTok application as a didactic-pedagogical possibility for the development of translation activities with music in English language. The initial motivation for the study arose from the following guiding question: How can the multimodal resources of applications such as TikTok be used as teaching-pedagogical resources for the development of translation activities in English language classes? The research is based on the teaching of English in a critical and reflective dimension supported by the studies of Applied Linguistics (PRABHU, 1990; RAJAGOPALAN, 2003; KUMARAVADIVELU, 2006; MONTE-MOR, 2012; PRETTO, 2013; MOITA Lopes, 2006; 2013), having language in use in real, current and significant contexts as the object of research, also situating its understanding of language in the socio-historical and cultural epistemology of construction of individuals' thoughts and actions in dialogical interactions (Vygotsky, 2002; Bakhtin, 1997 ). Our conception of technologies is supported by studies (LEVY, 1999; 2010; SANTAELLA, 2001; 2013; CASTELLS, 2003; CHAPELLE, 2003; GREENFIELD, 2015) and the translation has theoretical support from research by (JAKOBSON, 2000; SILVA, 2019). In terms of methodology, the study is theoretical in nature, with a qualitative approach and exploratory in nature, according to Lakatos (2003). The method for presenting the translation proposal using the TikTok application was prepared according to the proposed learning script by Multiliteracies Design (Cope; Kalantzis 2000; 2015). The stages of application of the proposal (SILVA, 2022; 2021), once listed, were subjected to analysis and interpretation, in dialogue with the study's base reference, in order to answer the guiding question and the research objectives. In the end, we proved that translation activities with music, using technological resources such as TikTok, are efficient instances for developing linguistic skills in speaking, listening, reading and writing, as well as expanding the discursive capacity in a critical and reflective dimension of students in the English language classes.