Práticas de letramentos digitais em aulas de língua inglesa

Abstract

The expanded supply of technologies has brought conflicts that disrupt social structures and social practices. In face of that, educational contexts have constantly demanded the development of critical awareness in order to recognize the action of problematizing as an interpretative process characterized by dissent. In that direction, digital literacies happen to be potential social practices for the production of critical analyses in language teaching. Thus, this study aims to analyze uses of technologies in English Language classes to comprehend digital literacy practices underlying those contexts. The theoretical contribution is based on literacy studies, with emphasis on digital literacies. The theories used dialogue with flagrant aspects of the contemporary society, such as post-digital, post-truth, artificial intelligence, augmented reality and studies on Critical Linguistic Education. This investigation is characterized as an analytical investigation linked to the line of research entitled Communication and Education. The instruments used for data generation were structured observations and narrative interviews. The data analysis methodology was based on Freeman's Teacher-Research (1998) along with the coding processes and analysis mechanisms of Auerbach and Silverstein (2003). As a result, it was possible to visualize that both analogical and digital technologies are constantly present in class, especially to access programmatic content and information. Moreover, discussions on the impact of the uses of technologies in everyday life were carried out based on a social critical perspective in which varied languages are explored as means of meaning-making. In general, the uses of technologies occurred through the aspect that I have named as hybridization, aspect similar to media convergence, in which analogical and digital devices are used jointly and in parallel according to diverse contexts and varied social demands.