A cultura digital no ensino remoto emergencial: formação inicial dos professores de inglês sob o olhar dos multiletramentos

Abstract

This thesis analyzes the pedagogical impacts suffered by pre-service English teachers at the Universidade Federal de Sergipe (UFS) after the COVID-19 pandemic, considering the changes in educational concepts and technology use due to the need for emergency remote teaching. It is known that digital technologies are already part of the daily lives of a large part of the population and that there is much discussion about education combined with new technologies. Therefore, it is important for new teachers be able to work with digital culture and understand the proposals of the National Common Curricular Base (BNCC), which implements digital culture linked to the perspective of multiliteracies. Through the perception of the challenges of aligning with the concepts of the BNCC and developing practices based on digital culture in a period of social instability due to the pandemic, this research aims to bring reflections based on interviews with pre-service teachers who participated in the period of emergency remote teaching and are automatically subject to the National Base, characterizing this research as a qualitative case study. Thus, the study will be based on researchers who work in the area of multiliteracies, the new official curriculum document, the Applied Linguistics approach, digital technologies, among others, such as Castells (1999), Levy (1999), Moita Lopes (2006), Santaella (2010), Nascimento (2014), Jordão (2016), Zacchi (2020), among other very important theorists, with the aim of contributing to the thinking and pedagogical practices about digital culture both for the academic environment and for society as a whole. Therefore, the thesis will seek to analyze emergency remote teaching and the training of English teachers at UFS from the perspective of multiliteracies, through the digital culture aspect of the BNCC.