Uso de tecnologia no ensino de língua inglesa como língua estrangeira em escolas públicas brasileiras.

Abstract

In a contemporary society filled with technology and broad access to information, it is essential that teachers rethink their teaching practices so that education keeps pace with this technological advancement and enjoys the benefits of using technology in English language classrooms. In such a manner, the main objective of this research, which is the result of experiences lived by a student in the English Language Teaching degree program at the Federal University of Campina Grande, is to understand the importance of using technology for teaching English, as well as the possible benefits for teachers and students of this language. The theoretical framework is divided into two parts. The first deals with the concept of digital literacy in contemporary 21st-century society, with reference to Nascimento (2010), Ribeiro (2009), Pimentel (2018), Moreira (2012), Azevedo (2018), Araújo and Glotz (2009), Xavier (2011), Freitas (2010), and Azevedo (2021). The second part, in turn, addresses the concept of critical literacy, starting from a broader context to a more specific one related to language teaching. Therefore, it is based on authors such as Alford (2001), Moutinho and Santos (2020), Freire (1974, 1996), Ferrari (2018), Monte Mór (2013, 2019), Tagata (2018), Mattos and Valério (2010). Gee (1996), Baynham (1995), Fogaça and Jordão (2007) and, finally, Santos and Sérgio (2013). This monographic research will follow a “qualitative approach” (cf. Silveira; Córdova, 2009), considering that one of the proposed objectives is to describe the different uses of technology in English language teaching in the context of public schools in six articles published in national journals. Regarding the type of research, this research is classified as bibliographic because, according to Moreira and Caleffe (2006), this type of research is developed from materials that have already been produced, which may consist mainly of books and scientific articles, monographs, dissertations, theses, among others. It was possible to observe that the objectives proposed in this research were achieved, given that through the analysis of the six articles presented, the importance of the use of technology became evident, as well as the benefits promoted by digital tools in the English language classroom.