Digital Society and critical Reading: how is language teacher education being planned in times of emergence of disinformation technologies?
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signo (Santa Cruz do Sul. Online) |
Texto Completo: | https://online.unisc.br/seer/index.php/signo/article/view/17555 |
Resumo: | The popularization of digital technologies caused a true sociocultural revolution in the forms of communication, providing different spaces and new ways of interaction, both in the scope of personal and professional relationships. In today's digital society, the wide use of different resources and social media has also facilitated the production and circulation of knowledge, requiring greater agency and mastery of different forms of language use from users, as well as new interpretation skills, since the digital space has also become a fertile ground for the circulation of disinformation. This scenario is presented as a justification for this text, which aims to observe how language teachers are prepared for the process of training critical readers from the emergence of digital technologies. Methodologically, it starts with the documental analysis of five pedagogical projects of on-site courses of Licentiate in Portuguese Languages at Federal Universities located in Rio Grande do Sul (Brasil). It is considered that for the training process of the critical reader it is essential, first, that the initial training of language teachers provides teachers with theoretical and practical experiences on the concepts of new literacies; multimodality and communication; multiliteracies and Digital Literacy. As a result, it was identified that, of the five analyzed courses, only two provide affordances for the development of new literacies, multiliteracies and teaching digital literacies. |
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Digital Society and critical Reading: how is language teacher education being planned in times of emergence of disinformation technologies?Sociedade digital e leitura crítica: como está sendo planejada a formação de professores de línguas em tempos de emergência das tecnologias da desinformação?Sociedade digitalFormação do leitor críticoFormação de professores de línguasLetramentos digitaisDigital societyCritical reader educationLanguage teacher educationDigital literaciesThe popularization of digital technologies caused a true sociocultural revolution in the forms of communication, providing different spaces and new ways of interaction, both in the scope of personal and professional relationships. In today's digital society, the wide use of different resources and social media has also facilitated the production and circulation of knowledge, requiring greater agency and mastery of different forms of language use from users, as well as new interpretation skills, since the digital space has also become a fertile ground for the circulation of disinformation. This scenario is presented as a justification for this text, which aims to observe how language teachers are prepared for the process of training critical readers from the emergence of digital technologies. Methodologically, it starts with the documental analysis of five pedagogical projects of on-site courses of Licentiate in Portuguese Languages at Federal Universities located in Rio Grande do Sul (Brasil). It is considered that for the training process of the critical reader it is essential, first, that the initial training of language teachers provides teachers with theoretical and practical experiences on the concepts of new literacies; multimodality and communication; multiliteracies and Digital Literacy. As a result, it was identified that, of the five analyzed courses, only two provide affordances for the development of new literacies, multiliteracies and teaching digital literacies.A popularização das tecnologias digitais causou uma verdadeira revolução sociocultural nas formas de comunicação, oportunizando diferentes espaços e novas maneiras de interação, tanto no âmbito das relações pessoais, quanto profissionais. Na atual sociedade digital, a ampla utilização de diferentes recursos e mídias sociais também facilitou a produção e a circulação de conhecimentos, exigindo dos usuários maior agência e domínio das diferentes formas de uso da linguagem, além de novas habilidades de interpretação, uma vez que o espaço digital também se tornou um terreno fértil para a circulação de desinformações. Esse cenário se apresenta como justificativa deste texto, que objetiva observar como se dá a preparação dos professores de línguas para o processo de formação de leitores críticos a partir da emergência das tecnologias digitais. Metodologicamente, parte-se da análise documental de cinco projetos pedagógicos de cursos presenciais de Licenciatura em Letras Português de Universidades Federais localizadas no Rio Grande do Sul (Brasil). Considera-se que para o processo de formação do leitor crítico é indispensável, primeiro, que a formação inicial de professores de línguas propicie aos docentes experiências teóricas e práticas sobre os conceitos de novos letramentos; multimodalidade e comunicação; multiletramentos e Letramentos Digitais. Como resultados, identificou-se que, dos cinco cursos analisados, apenas dois propiciam affordances para o desenvolvimento dos novos letramentos, multiletramentos e letramentos digitais docentes.Edunisc2022-12-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/1755510.17058/signo.v47i90.17555Signo; v. 47 n. 90 (2022): A formação do leitor crítico em tempos da emergência das tecnologias de (des)informação; 85-971982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://online.unisc.br/seer/index.php/signo/article/view/17555/10769Copyright (c) 2022 Signoinfo:eu-repo/semantics/openAccessFeijó-Quadrado, Caroline GonçalvesVetromille-Castro, Rafael2022-12-29T17:15:23Zoai:ojs.online.unisc.br:article/17555Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2022-12-29T17:15:23Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false |
dc.title.none.fl_str_mv |
Digital Society and critical Reading: how is language teacher education being planned in times of emergence of disinformation technologies? Sociedade digital e leitura crítica: como está sendo planejada a formação de professores de línguas em tempos de emergência das tecnologias da desinformação? |
title |
Digital Society and critical Reading: how is language teacher education being planned in times of emergence of disinformation technologies? |
spellingShingle |
Digital Society and critical Reading: how is language teacher education being planned in times of emergence of disinformation technologies? Feijó-Quadrado, Caroline Gonçalves Sociedade digital Formação do leitor crítico Formação de professores de línguas Letramentos digitais Digital society Critical reader education Language teacher education Digital literacies |
title_short |
Digital Society and critical Reading: how is language teacher education being planned in times of emergence of disinformation technologies? |
title_full |
Digital Society and critical Reading: how is language teacher education being planned in times of emergence of disinformation technologies? |
title_fullStr |
Digital Society and critical Reading: how is language teacher education being planned in times of emergence of disinformation technologies? |
title_full_unstemmed |
Digital Society and critical Reading: how is language teacher education being planned in times of emergence of disinformation technologies? |
title_sort |
Digital Society and critical Reading: how is language teacher education being planned in times of emergence of disinformation technologies? |
author |
Feijó-Quadrado, Caroline Gonçalves |
author_facet |
Feijó-Quadrado, Caroline Gonçalves Vetromille-Castro, Rafael |
author_role |
author |
author2 |
Vetromille-Castro, Rafael |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Feijó-Quadrado, Caroline Gonçalves Vetromille-Castro, Rafael |
dc.subject.por.fl_str_mv |
Sociedade digital Formação do leitor crítico Formação de professores de línguas Letramentos digitais Digital society Critical reader education Language teacher education Digital literacies |
topic |
Sociedade digital Formação do leitor crítico Formação de professores de línguas Letramentos digitais Digital society Critical reader education Language teacher education Digital literacies |
description |
The popularization of digital technologies caused a true sociocultural revolution in the forms of communication, providing different spaces and new ways of interaction, both in the scope of personal and professional relationships. In today's digital society, the wide use of different resources and social media has also facilitated the production and circulation of knowledge, requiring greater agency and mastery of different forms of language use from users, as well as new interpretation skills, since the digital space has also become a fertile ground for the circulation of disinformation. This scenario is presented as a justification for this text, which aims to observe how language teachers are prepared for the process of training critical readers from the emergence of digital technologies. Methodologically, it starts with the documental analysis of five pedagogical projects of on-site courses of Licentiate in Portuguese Languages at Federal Universities located in Rio Grande do Sul (Brasil). It is considered that for the training process of the critical reader it is essential, first, that the initial training of language teachers provides teachers with theoretical and practical experiences on the concepts of new literacies; multimodality and communication; multiliteracies and Digital Literacy. As a result, it was identified that, of the five analyzed courses, only two provide affordances for the development of new literacies, multiliteracies and teaching digital literacies. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://online.unisc.br/seer/index.php/signo/article/view/17555 10.17058/signo.v47i90.17555 |
url |
https://online.unisc.br/seer/index.php/signo/article/view/17555 |
identifier_str_mv |
10.17058/signo.v47i90.17555 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://online.unisc.br/seer/index.php/signo/article/view/17555/10769 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Signo info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Signo |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Edunisc |
publisher.none.fl_str_mv |
Edunisc |
dc.source.none.fl_str_mv |
Signo; v. 47 n. 90 (2022): A formação do leitor crítico em tempos da emergência das tecnologias de (des)informação; 85-97 1982-2014 reponame:Signo (Santa Cruz do Sul. Online) instname:Universidade de Santa Cruz do Sul (UNISC) instacron:UNISC |
instname_str |
Universidade de Santa Cruz do Sul (UNISC) |
instacron_str |
UNISC |
institution |
UNISC |
reponame_str |
Signo (Santa Cruz do Sul. Online) |
collection |
Signo (Santa Cruz do Sul. Online) |
repository.name.fl_str_mv |
Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC) |
repository.mail.fl_str_mv |
rgabriel@unisc.br||revistasigno.unisc@gmail.com |
_version_ |
1800218792744189952 |