O uso das TDICs e dos gêneros digitais no ensino de língua portuguesa : uma revisão bibliográfica

Abstract

This study aims to investigate pedagogical strategies that use Digital Information and Communication Technologies (DICTs) in teaching digital discursive genres in the Portuguese language curriculum. In addition, the research seeks to analyse equity in access to digital technologies, considering the social and educational inequalities that impact the use of these tools. In this sense, the integration of DICTs into the school environment is discussed as a possibility to promote digital inclusion, favour innovative pedagogical practices and expand the methodological repertoire of teachers, contributing to the development of students' communicative competence in contemporary digital contexts. From a methodological point of view, this is a qualitative study based on a bibliographic survey conducted on specialised/indexed journal platforms, providing a broad overview of the topic under investigation. The research is based on the concept of discursive genres as socially, historically and ideologically situated statements, consisting of three fundamental elements: thematic content, compositional structure and style. This perspective broadens digital literacy and strengthens students' autonomy in the interpretation and production of texts, favouring more meaningful learning that is contextualised to current social practices.