O Ensino de Língua Portuguesa mediado por tecnologias digitais: desafios da prática docente no século XXI

Abstract

The present academic dissertation is about the teaching of Portuguese Language mediated by Digital Technologies of Information and Communication (DICT) that aimed to carry out a study about the work of the teacher of basic education, considering the aspects of the continuous vocational training and teaching practice in contemporary times with the use of digital technological resources. It aims to achieve a study about the work of the Portuguese Language teacher in basic education, considering the aspects of teaching practice in contemporary times with the use of digital technological resources. Situated in the domain of Applied Linguistics, it has as its theoretical basis, in the domain of Education, the significant learning of Vygotsky’s Interactionism (1989) and Ausubel’s (1982), Papert’s Constructionism (1986), Bruner’s Theory of Discovery (1991) and the Conectivism of Siemens (2004). In the teaching of Portuguese Language, it is based on the studies of Marote and Ferro (1994), Possenti (2000), Soares (2002), Antunes (2003;2020) Oliveira (2010) and Riolfi et al. (2014). Under the domain of digital technologies applied to education, we found support in the researches of Moran (2007); Kensky (2007), Bacich and Moran (2018), Bacich, Tanzi Neto and Trevisani (2015) and Nóvoa (2020). The teaching of the Portuguese Language mediated by ICT underpins in the studies of Coscarelli (2016), Rojo (2000;2013), Ribeiro (2018;2020;2021). We conducted a study on the teaching-learning of Portuguese Language to make explicit the continuity, challenges and innovations in the teacher’s work in the 21st century. In view of Applied Linguistics, the mediation of learning using digital technologies can be understood as a challenge to change in the work of teachers. In this sense, we describe the social context of the formation and the practice of the basic education teacher facing the Digital Information and Communication Technologies (ICTs), of which the ruptures and permanencies in the methodology and the pedagogical innovations supported by the ICTs are examples, as well as in which aspects the use of the Centers of Educational Technology (CTEs) can contribute in this process of changes and adaptations. As for the methodological path, the data of our research consisted of bibliographic and documental research and interviews, which guided the description of new methodologies used in the teaching of Portuguese Language in the final grades of elementary school. The study was descriptive, exploratory, and qualitative in nature, being a case study. The results of this investigative work can indicate that Portuguese Language teachers already made use of digital technological resources in their classes, demystifying the idea that teachers started to use ICTs only after the period of remote emergency teaching due to the period of social isolation because of the Covid-19 pandemic. The development of this work found relevance in the need to contribute with studies about the teaching of Portuguese Language and to highlight the teacher’s work, the need of a multidisciplinary support network for this professional, the improvement in continuous teacher training in the twenty-first century and, thus, being able to contribute to the strengthening of Portuguese Language teaching.

Keywords: Portuguese Language; Teaching Work; Digital Information and Communication Technologies; Training.