As tecnologias como ferramentas na educação linguística: a BNCC e a visão dos professores

Abstract

Concepts such as Digital Literacy, hypertextuality and multimodality havealready been diffused in educational movements. In this sense, the present work aims toverify the vision of teachers about didatic-methodological approaches that involvetechnologies and observe if the practice of these professionals executes such approaches, besides analyzing in what perspective the National Common Curricular Base (BNCC) forhigh school degree guides the work with technologies on the axis “Codes, Languages andtheir technologies”. This research has been developed through two analysis goals: theBNCC high school document and a questionnaire applied to Portuguese Languageteachers of the senior year in Quirinópolis (Goiás) state schools. This investigation is thusof qualitative nature, consisting of one part of the data being extracted from a documentalinvestigation and another from a field research in accordance with the observation-attendant methodology. Theoretical background on technology in education, digital literacy,multimodal genres and the social-interactionist approach of language has supported thisresearch, by respectively drawing on the following authors: Bakhtin (2000), Rojo (2013,2015), Kramer et al. (2007) and Silveira e Bazzo (2009) and Almeida e Silva (2011). It hasbeen observed that the BNCC presents incisive orientations that call for digital didacticresources. It has also been identified that the teachers have articulated their didactic-methodological approaches by inserting technological events in significant or punctualways, depending on the availability of resources and proper conditions.