As metodologias ativas como potencializadoras do letramento digital na aula de língua portuguesa

Abstract

Contemporary society develops through new technologies that are present in the lives of each citizen. In Portuguese language teaching, this reality is already being experienced through TDIC and digital literacy. According to Xavier (2009), digital literacy allows changes to occur in the ways of reading and writing codes and verbal and non-verbal signs, enabling the mastery of various digital genres. In this sense, the present work, of a qualitative nature, seeks to discuss, through a bibliographical review and report of internship experience, the insertion of digital technologies, through Active Methodologies in the Portuguese language class, focusing on the construction of students' digital literacy . Given this general objective, the following specific objectives unfold: (1) Discuss, through a bibliographic review, active methodologies as drivers of digital literacy in Portuguese classes and (2) Reflect on the implementation, based on a report internship, of the active Problem Based Learning (PBL) methodology, mediated by TDIC, in the Portuguese language class. In order to support the current research, the question was: How can Portuguese language teachers promote digital literacy in their classes? In an attempt to answer and develop this question, the work is developed in three sections: (1) Technology, society and language teaching, a brief discussion; (2) Digital literacy conceptual issues, approaching digital literacy through theorists; and (3) Active methodologies. Finally, we will bring a critical discussion of the theoretical tripod in the section "Digital literacy and active methodologies in the Portuguese language class: pedagogical possibilities based on an internship experience”. The discussion demonstrated that Portuguese language classes can be more productive and attractive when worked with active methodologies and digital technologies.