EXPLORANDO O DESENVOLVIMENTO WEB COMO FERRAMENTA PEDAGÓGICA EM AULAS DE INGLÊS NO ENSINO FUNDAMENTAL: ANÁLISE DE PRÁTICAS DE DOCÊNCIA NO ESTÁGIO SUPERVISIONADO

Abstract

With the constant evolution of New Information and Communication Technologies, increasingly novel ways of engaging with language have emerged, altering our social relationships. In this context, the English language, having the status of a lingua franca, holds greater prominence as it is the primary means of communication in these environments, and is used in most programming languages. As a result, there is a growing educational need for more people to access this realm, thereby exercising their citizenship in the globalized and technological world. Nevertheless, there are still only a few schools that promote digital literacy, especially in public education settings where various obstacles, such as a lack of equipment or internet connectivity, affect the teaching process. Some teachers are often not familiar with meaningful ways to develop digital literacy with their students. In response to this, this work aims at analyzing Web Development as a pedagogical tool in the teaching of English as a foreign language, based on the context of a state public school in the city of João Pessoa, Paraíba. The experience was gained during teaching practice in the Supervised Internship II course of the English Language program at the Federal University of Paraíba (UFPB). To achieve this, we draw on literature on (multi)literacy and its implications (Kleiman, 2005; Zacharias, 2016; Stevens and Verschoor, 2017; Montemor, 2017; Rojo and Moura, 2019; Cope and Kalantzis, 2023;), on teaching work (Amigues, 2004; Lousada, 2004; Medrado, 2017), and official documentation of educational policies (Brazil, 2018). The corpus consists of a lesson plan, internship report, and student production, which were analyzed in light of the aforementioned works. The results point to the fact that, even with obstacles and adjustments, the implementation of Web Development in the English class led to a more meaningful pedagogical practice, engaging the students, and helping them learn the targeted language without realizing it.