Do Uso Instrumental À Prática Intencional

Tecnologias Digitais, Multiletramentos e Ensino de Línguas no Ensino Médio Integrado

Abstract

Abstract:This article investigates the understanding and use of Digital Information and Communication Technologies (DICTs) by language teachers in Integrated High School (IHS) at a Brazilian Federal Institute, emphasizing the distinction between instrumental use and intentional use guided by multiliteracies. This qualitative interpretive research involved six language teachers from IFTO – Palmas Campus, utilizing questionnaires, classroom observations, and a pedagogical workshop as instruments. Data were analyzed through the lens of hypermodernity, multiliteracies, and digital literacy. Results show that, although DICTs are present in teaching practices, their use is predominantly instrumental and unsystematic, without explicit planning for the development of multiliteracies. A tension is identified between the recognition of the potential of technologies and the difficulty of integrating them critically. The pedagogical workshop, with its multimodal redesign activity, proved to be a formative device capable of promoting the resignification of practices, stimulating the transition from instrumental to intentional use. We conclude that the critical integration of DICTs in language teaching requires continuing education that articulates technology, multiliteracies, and the hypermodern context, creating conditions for teachers to develop intentional and reflective practices.

Keywords: Digital Technologies; Multiliteracies; Language Teaching; Hypermodernity; Teacher Education.