Educação linguística crítica, tecnologias digitais da informação e comunicação e multiletramentos: perspectivas do Sul global

• Ano de defesa: 2022
• Autor(a) principal: Silveira, Dayane Rita da
• Orientador(a): Cruvinel, Roberta Carvalho
• Banca de defesa: Cruvinel, Roberta Carvalho, Freitas, Carla Conti de, Mizan, Souzanna
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RMG)
• País: Brasil
• Palavras-chave em Português: Língua inglesa; Educação linguística crítica; Tecnologias digitais de informação e comunicação; Multiletramentos
• Palavras-chave em Inglês: English language; Critical language eeudcation; Digital information and comunication technologies; Multiliteracies
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::AVALIACAO DA APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12625

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.