Formação (inicial e continuada) de professores de inglês e letramentos digitais

Abstract

Due to technological advances, new digital practices are introduced and new skills are required from digital technology users. Hence, the importance of digital literacies. These literacies are not limited to the technical/technological knowledge only; they also encompass reflections and critical evaluations about the choices concerning digital technologies (NASCIMENTO; PEREIRA; SILVEIRA, 2019). Thinking about this discussion in the context of public English language teaching in the state of Sergipe, this research aimed to investigate how English teachers in pre-service and in-service education understood and viewed new literacies practices; in particular, digital literacies, as part of the educational process; and what connections they established with their formative experiences. This is a qualitative and interpretative research (MOITA LOPES, 1994; SALDAÑA, 2009), focused on the analysis and interpretation of the meanings that the research participants constructed about digital literacies. The research relied on meetings of a focus group as an instrument for data generation, as well as records in the researchers' field diaries. The investigation revealed that teachers’ digital literacies practices are part of their personal and professional routines, relating to a critical analysis of their choices, contributing to the education of critical students and to processes of teacher reinvention.