Panorama de pesquisas brasileiras sobre tecnologias digitais na formação de professores/as de línguas

Abstract

In this study, we sought to provide an overview of the research carried out in stricto sensu postgraduate programs at Brazilian universities, between the years 2020 and 2023, on digital technologies in the context of initial and continuing education of language teachers, problematizing them from a critical perspective of linguistic education. In this way, a discussion took place about digital technologies, highlighting their relevance for the development of digital literacy, from the perspectives of Valente (2013), Pinto and Leffa (2015), Ribeiro (2016), Flores and Freitas (2020), Coscarelli and Ribeiro (2011), Cope and Kalantzis (2017). Furthermore, the crucial role that digital technologies play in language education was addressed, as well as their importance in language teacher educational contexts. To do so, I sought theoretical basis, from authors such as Monte Mór (2017), Sabota (2018), Oliveira (2021), Freire (2001), Rocha (2018), Mattos (2018), Nóvoa (2022), Saviani (2004), Pessoa (2013) among others. Methodologically, the study is developed based on qualitative-interpretative research (Ludke and André, 1986), using content analysis as a method (Bardin, 2011) of the material generated through the survey of dissertations and theses in the database of the CAPES and BDTD. Among the results, research indicates that many teachers in initial training, students of Letters courses, have a positive perception of TDICs, that is, they believe that they can contribute a lot to language education, but they still do not feel safe to work with them as pedagogical possibilities, since they did not have adequate support in academic education for the critical insertion of digital technologies. Furthermore, the analyzes point to the need for language teachers educational practices in which they can experience new ways of learning and teaching, especially digital literacy and multiliteracies practices, which are still limited in academic spaces for teacher education. As a contribution, this study, when analyzing the panorama of research on digital technologies in the education of language teachers, brings discussions that expand the understanding of the role of university education and of the language teacher in the face of new ways of life influenced by the global and technological era, in which it is essential to broaden our gaze to the meanings constructed by other languages, mainly digital.