(Des)caminhos dos multiletramentos e aplicativos móveis: por práticas outras a partir do ensino remoto emergencial de inglês

Abstract

With the advent of digital culture (Bortollazo, 2020; Cordeiro, 2014; Ribeiro, 2016) and the reconfiguration of practices in various sectors of society, there is also a need to (re)learn how to teach English in public education. The main objective of this doctoral thesis was to identify emerging (un)paths, from the perspective of humans-non-humans in a public school in Feira de Santana - BA, regarding the use of digital technologies for teaching and learning English, in the face of multiliteracies (Cazden; et al, 1996; Rojo; Moura, 2002; Cope; Kalantzis, 2009, 2020), based on emergency remote teaching (ERT) in the CoViD-19 pandemic. I bring to light data generated in the time frame of this pandemic in the school where I am an English teacher and I activated myself, 6th grade students and non-human of the ERT as actors of the scenes in which meanings and relationships about/among those actors are evidenced. In addition, with the results from a sandwich doctorate at the University of Illinois at Urbana-Champaign, I connect personal experiences and the (re)construction of meanings throughout my teaching-researching process. Methodologically, I problematize traditional ways of doing research in complex scenarios such as education, especially in times of ERT, and I say that this investigation is situated in an interspace or in-between and it was inspired by qualitative and post-qualitative research approaches. This way it has the aspects of a case study of an interpretivist qualitative nature (Moita Lopes, 1994; Severino, 2007) in which there is an emphasis on knowledge of the particular; it uses the lens of ethnography (André, 2013) in order to value the process and the context; and it also uses autoethnography (Ellis, 2011; Méndez, 2013) to connect the personal to the cultural, recognize the knowledge produced by experience and accommodate the subjectivity, emotionalism and influence of the researcher herself in the investigation. Some assumptions of the post-qualitative research (Hernández Y Hernández; Benavente, 2019; St. Pierre, 2021) were called upon to consider and deal with the human-non-human relationship in the investigative scenes and also provide an attempt to overcome traditional dichotomies in researches. In the process, data was generated through the application of a questionnaire, the use of the apps WhatApp and Meet and language apps (Duolingo, Babbel, Memrise and Hello English), besides teaching-learning experiences recorded in logbook and autoethnographic diary. With the analysis and interpretation of the data (Hayler, 2011; Moita Lopes, 1994), among the (un)paths that emerged, it became clear that despite problems such as access and connection, and the digital exclusion exposed by the ERT, there are possibilities for the inclusion of digital technologies in the English classroom from the perspective of liberating education (Freire, 1987), as long as this is associated with a teaching project, taking into account the interests and needs of the students; in contrast to a situation commonly seen in classrooms in which the main educational technology remains only the teacher.