As tecnologias digitais e o ensino de língua inglesa : avanços e desafios no contexto brasileiro

Abstract

In today‘s world, with the advent of globalization, communication has become more accessible, intensifying the flow of data and information. Naturally, this global level of technological influence extends to various sectors, including Education. In this context, this study aims to reflect on the role of digital technology in English language teaching, focusing on the implications, benefits, and challenges that advancements in digital and technological tools bring to the teaching and learning process in early childhood, elementary, middle, and high school education. Although distance education is already an established practice, debates around the incorporation of new technologies have intensified, particularly due to the COVID-19 pandemic and its impacts, which highlight the importance of discussing how these technologies, especially digital ones, have been integrated into pedagogical practices. The research was developed through a bibliographic review, with a qualitative approach, focusing initially on authors such as Soares (2009) and Paiva (2021), who clarify the concepts of letramento, alfabetização, and digital literacy. This understanding has become essential for grasping the challenges teachers and students face when dealing with the promising digital resources available, based on the study developed by Gomes, Silva, and Paiva (2022). The advancement of technology, coupled with the speed at which information is disseminated, requires that schools, teachers, and students have the necessary knowledge to handle these tools. By the end of the research, it became evident that technology is incorporated into schools at different paces, yet digital tools have the potential to enhance English language teaching