Criatividade e criticidade nas aulas de língua inglesa : reflexões sobre o trabalho com digital storytelling e letramentos digitais no scratch

Abstract

The rapid evolution of Information and Communication Technologies (ICTs) has transformed the educational landscape, requiring the adoption of new teaching methodologies that integrate digital tools into the learning process. In this context, this research aims to investigate the impact of a pedagogical approach in teaching English as a Second Language (ESL), focusing on the creation of digital stories using the Scratch platform and the development of students' digital literacies (DLs). The theoretical framework underlying this work draws on contributions from scholars such as Lankshear and Knobel (2008, 2015), Cope and Kalantzis (2015), Buckingham (2008), Kress (2001), Monte Mór (2015), Rojo and Moura (2019), and Luke (2018), who discuss DL practices, multiliteracies, critical pedagogical approaches, and the integration of digital technologies in language teaching, aligning with the guidelines of the Brazilian National Common Curricular Base (BNCC). This research adopts a qualitative and interpretive methodological approach (Severino, 2007) by investigating data generated during a minicourse conducted at an NGO in the city of Itapororoca, Paraíba. The data collected includes planning documents, questionnaires, field notes, and students’ productions in both design journals and on Scratch. The main findings indicate that integrating digital storytelling in EFL teaching via Scratch significantly engaged students, expanded their linguistic repertoire, and developed critical DLs and digital multimodal composition skills, enabling them to express their cultural identities critically and creatively. The analysis also revealed technical and linguistic challenges that required continuous adaptations and additional support. Despite these challenges, the results highlight the importance of situated educational practices that emphasize inclusion and critical reflection on the use of technologies, pointing towards future pedagogical practices and strategies to overcome these barriers and foster meaningful language education.