O ensino crítico de línguas e a cultura digital: diálogo com a BNCC para a inclusão no mundo social

Flávius Almeida dos Anjos

doi:10.5433/1519-5392.2025.v25.53973

Authors

Flávius Almeida dos Anjos Universidade Federal do Recôncavo da Bahia https://orcid.org/0000-0001-9918-7693

DOI:

https://doi.org/10.5433/1519-5392.2025.v25.53973

Keywords:

Critical teaching, Language, Digital culture, BNCC

Abstract

This essay is about the critical language teaching in consonance with the digital culture. It aims to discuss language teaching from a critical pedagogy perspective, regarding how a language is taught in the school setting. This reflection is aligned with the discussion concerning digital culture and, therefore, it resorts to the guidelines of the Common National Curricular Base (BNCC), about language use and production. In this regard, this work draws attention to a critical language approach, that seeks to contemplate learners, so that they can develop the ability to deal with and answer critically to the socially oppressive demands, ideologically based, which are materialized through language and that make social justice promotion impossible. This approach opens the front to a species of inquiry curiosity of the social reality, seeking to unveil facts which are unfairly posed in the general society, in order to elucidate their true motivations. The relevance of this reflection lies in the possibility of being able to contribute to teacher education concerning the use of a critical approach to language teaching and to digital technologies.

Downloads

Download data is not yet available.

Author Biography

Flávius Almeida dos Anjos, Universidade Federal do Recôncavo da Bahia

PhD in Language and Culture from the Federal University of Bahia (UFBA). Associate Professor IV of Languages (English and Portuguese) at the Federal University of Recôncavo da Bahia (UFRB). Permanent Professor in the Graduate Program in Letters: Culture, Education and Languages (PPGCEL/UESB). Permanent Professor in the Graduate Program in Scientific Education, Inclusion and Diversity (PPGECID/UFRB).

References

ANTUNES, I. Aulas de português: encontro & interação. São Paulo: Parábola, 2003.

BAGNO, M. A inevitável travessia: da prescrição gramatical à educação linguística. In: BAGNO, M.; STUBSS, M.; GAGNÉ, G. Língua materna, letramento, variação & ensino. São Paulo: Parábola, 2002. p. 13-82.

BAWDEN, D. Origins and concepts of digital literacy. In: LANKSHEAR, C.; KNOBEL, M. (ed.). Digital literacies: concepts, policies and practices. New York: Peter Lang Publishing, 2008. p. 17-32.

BRASIL. Ministério da Educação. Base Nacional Comum Curricular . Brasília, DF: MEC, 2018.

CROOKES, G. Critical language pedagogy: an introduction to principles and values. ELT Journal, London, v. 75, n. 3, p. 247-255, July 2021.

FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. 15. ed. São Paulo: Paz e Terra, 1996.

FREIRE, P. Pedagogia do oprimido. 59. ed. Rio de Janeiro: Paz & Terra, 2015.

GILSTER, P. Digital literacy. New York: Wiley, 1997.

GIROUX, H. A. Os professores como intelectuais: rumo a uma pedagogia crítica da aprendizagem. Trad. Daniel Bueno. Porto Alegre: Artmed, 1997.

HEELAN, A. Universal design for learning (UDL): implications for education. Dublin: Universal Design in Education, 2015. Disponível em: https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1000&context=exdesthe4. Acesso em: 3 out. 2025.

HEINSFELD, B. D.; PISCHETOLA, M. Cultura digital e educação, uma leitura dos estudos culturais sobre os desafios da contemporaneidade. RIAEE – Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 12, n. 2, p. 1349-1371, ago. 2017. Número espcial. DOI: https://doi.org/10.21723/riaee.v12.n.esp.2.10301.

KUMARAVADIVELU, B. A linguística aplicada na era da globalização. In: MOITA LOPES, P. L. Por uma linguística aplicada indisciplinar. São Paulo: Parabola, 2006, p. 129-148.

KUMARAVADIVELU, B. Language teacher education for a global Society. A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Routledge, 2012.

MARTIN, A. Digital literacy and the digital society. In: LANKSHEAR, C.; KNOBEL, M. (ed.). Digital literacies: concepts, policies and practices. New York: Peter Lang Publishing, 2008. p. 151-176.

PENNYCOOK, A. The cultural politics of english as an international language. London: Pearson, 1994.

PSCHEIDT, A. C. Inteligência artificial na sala de aula: como a tecnologia está revolucionando a educação. São Paulo: Matrix, 2024.

SIGNORINI, I. Letramentos multi-hipermidiáticos e formação de professores de línguas. In: SIGNORINI, I.; FIAD, R. S. (org.) Ensino de língua: das reformas, das inquietações e dos desafios. Belo Horizonte: Editora UFMG, 2012. p. 282-303.

UNESCO. Guidelines for Inclusion: ensuring access to education for all. Paris: UNESCO. 2005. Disponível em: http:// www.ibe.unesco.org/sites/default/files/Guidelines_for_ Inclusion_UNESCO_2006.pdf. Acesso em: 3 out. 2025.

WOODS, A.; LEAHY M. Using digital technologies to support inclusion in the mainstream classroom. REACH: Journal of Inclusive Education in Ireland, Dublin, v. 32, n. 2, p. 102-124, 2019.