Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global
Nenhuma Miniatura disponível
Data
2022-12-14
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
The contemporary world, impacted by Digital Information and Communication Technologies
(DICT) and by the globalization process, causes changes in relation to reading and writing practices
and to new forms of communication, interaction and construction of knowledge, which demands
from the school an urgent adaptation to new learning possibilities based on increasingly dynamicand diversified skills. In this way, language teaching should not focus on a purely linguistic
perspective, as our discursive practices are not neutral, they involve ideological and political choices,
marked by power relations, which interfere in different ways in the social world. Given this context,
the present study has the general objective of investigating the challenges and possibilities of using
DICT, from the perspective of multiliteracies, for a critical education in English. Furthermore, it was
intended to discuss the concepts of language based on Bakhtinian works, discuss the contributions
of critical perspectives to language teaching and establish relationships between technology and
education. This dissertation, entitled Critical Linguistic Education, Digital Information and
Communication Technologies and Multiliteracies: perspectives from the Global South, was
developed during the Stricto Sensu Professional Master's Degree of the Programa de Pós-Graduação
do Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) of the Universidade Federal de Goiás
(UFG). The research was carried out with an English language teacher and a 9th grade class from a
public school in Aparecida de Goiânia - Goiás. It is a case study based on an action research, that is,
a type of research that seeks to better understand a given social situation and reflect on actions in
search of changes in reality. For the collection of empirical material, it was carried out participant
observation, application of questionnaires and construction of a logbook. In addition to these
instruments, composes the corpus for analysis a sequence of activities and productions by the
students/participants. The educational product of this study consists of a workshop entitled Digital
Technologies of Information and Communication: a proposal for experimentation of being and doing
critics, which was proposed to English language teachers interested in the relationship between
language, education and technology. The research results point to the fact that new technologies can
contribute both to the reinforcement of diversified practices and social participation, as well as to the
maintenance of inequalities and social marginalization. There are many challenges for DICT to be
used as a fundamental tool for social inclusion, since the mere presence of technology at school does
not guarantee an improvement in the quality of teaching, nor does it allow new formative horizons
and resignifications. I believe that the relevance of this work lies in the fact that it addresses emerging
issues in society, enlivening the idea that the language classroom can be a space both for the
reproduction of inequalities and for social transformation. It is expected that this work, albeit timidly,
promotes questions and enables new formative horizons and resignifications in relation to the ways
of living and being in the world.
Descrição
Citação
SILVEIRA, D. R. Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global. 2023. 170 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2022.