The integration of TDIC in teaching portuguese language

Abstract

This article analyzes how TDIC are being integrated into the teaching of Portuguese in public schools in the State of Sergipe. To this end, it was selected, through the website of the Institutional Repository of the Professional Master of Modern Languages (PROFLETRAS) of the Federal University of Sergipe (RI-UFS), a corpus composed of dissertations defended in the period between the years 2015 to 2019. The data were analyzed based on the studies of Presky (2005), Lévy (2010) and Almeida and Valente (2011). The results show that the process of integrating TDIC in Portuguese language classes is still slow and isolated, since the actions taken by teachers in schools do not go through the articulation between TDIC, curriculum, school management and public policies. In addition, the integration of TDIC in the teaching of the mother language runs the risk of ending up in the initiatives of the teachers who carry them out, in this case, of teachers in training at the master's level, since most of them cannot be applied in other school institutions in Brazil, since it do not observe all the specificities and demands of the different educational realities of Brazilian schools.