Letramentos digitais e decolonialidade no livro didático de inglês: uma análise na rede pública estadual de Sergipe

Abstract

The social changes caused, mainly by the popularization of digital technologies, have contributed to the development of new literacies, with an emphasis on digital literacies. This occurs since in interactions, communication takes place through different modes, emerging new ways of (re/de)constructing meanings. Inevitably, colonialities reflected in society are also present in digital environments. In this context, it is important that formal education can be capable of giving new meanings to this reality critically, through teacher practices and textbooks. This master's thesis focuses on mapping, based on the collection of textbooks selected by the PNLD public call, published in the Guide of the National Textbook Program (Brasil, 2019), directed to the teaching of the English language, the collection of English textbooks aimed at elementary school (6th,7th, 8th and 9th grades), most used in state public schools of Sergipe, Brazil. The general objective is to analyze how these books present activities that relate to the perspective of digital literacies and decolonialilty in English language education. To achieve this objective, this qualitative (Paiva, 2019; Nunes, 2021) and interpretive (Moita Lopes, 1994) research is supported by theories related to digital literacies (Lankshear; Knobel, 2011, 2015; Nascimento; Knobel, 2017); discussions regarding textbooks (Leffa, 2008, 2016; Rojo, 2013, 2017); as well as decolonial theories (Sousa Santos, 2018; Castro-Gomez, 2007; Silva Júnior; Matos, 2019). In addition to the analysis of the most used collection in public schools in Sergipe, bibliographical surveys and documentary analysis are carried out, considering the Brazilian National Common Core Curriculum - BNCC (Brasil, 2018) and the public call of the National Textbook Program - PNLD (Brasil, 2018), composing bibliographic and documentary research. The data was coded based on Saldaña (2009, 2013) to accomplish the analysis. In the end, it is possible to observe how digital literacies are presented, throughout the units that make up the textbook. In addition, it is feasible to reflect on how the materials open spaces for working with the English language from a decolonial perspective, observing which voices are covered, along with which ones are silenced and/or excluded. The main results indicate that although the activities present possibilities that are related to digital literacies and decoloniality, the problematization is the teacher's responsibility since there are few initiatives in the textbooks to deepen the topics of this study, digital literacies and decoloniality in English language education.