As tecnologias no ensino de língua portuguesa: refletindo sobre as tecnologias em uma escola pública do sertão alagoano

Abstract

The present research aims to reflect on technologies in Portuguese language teaching from the perspective of contextualized grammar and textual linguistics. It seeks to understand the historicity of technologies in the language sciences and the technologies invested in Portuguese language teaching, conceiving them in their multiplicity, beyond the technological tools. For this, multiliteracies are considered as inherent to the teaching-learning process with an emphasis on textual genres as fundamental for the teaching of language contextualized with social practices, considering that the genres that circulate in society in the process of interaction between individuals are technologies that must be present in the classroom not only for the study of grammatical issues, but as a significant whole, considering the language in use in society. The methodology used in the work was qualitative, relating theory to practice, seeking to understand the technologies that are present in a public school in the backlands of Alagoas through the application of questionnaires to students attending the third year of high school and Portuguese language teachers from the school participating in the research. With this study it was possible to understand the history of technologies in the language sciences and the importance of these technologies in the teaching of Portuguese language, noting in practice how the meanings of technologies are circulating and their importance in the classroom, also thinking about the relevance of the technologies of language during the covid-19 pandemic, thus contributing to the teaching of Portuguese in a critical and meaningful way contextualized with social relations and the language in use in society.