Tecnologias e linguagens na Base Nacional Comum Curricular práticas pedagógicas em aulas de língua inglesa no ensino fundamental

Abstract

This research aims to analyze if and how the language and technology competencies of the National Common Core Curriculum (BNCC) are applied in the pedagogical practices of 9thgrade English language teachers in public state schools in Sergipe, located in Aracaju. The methodology adopted is qualitative and analytical in nature, based on the theoretical and methodological works of Freeman (1998) and supported by Auerbach and Silverstein (2003). The study is configured as a case study (Paiva, 2019). To support the analysis of the competencies in this research, authors such as Santaella (2013) are referenced, who address the applicability of digital information and communication technologies and their ubiquity; Boa Sorte (2019) and Lucena (2016, 2019), who discuss the pedagogical use of smartphones; Cope and Kalantzis (2000) and Rojo (2012), who examine the use of electronic media in education; Fava (2012), who highlights the importance of technology in English language teaching; the critical approach of ICT as motivational pedagogical tools; the democratization of cyberspace (Levy, 2010), in addition to the documents of the BNCC and the Curriculum of the State of Sergipe. The research was conducted in two state schools, involving English language teachers from the 9th grade of primary education. The researcher hopes to contribute with reflections and considerations on the use of ICT in the implementation of the BNCC.