Práticas de aprendizagem de língua inglesa nas redes: o instagram como ferramenta de contato

Abstract

Digital information and communication technologies (DICT) are included in the daily practices of children and adolescents, who demonstrate great affinity both with them and with social networks. This reality demands teaching-learning practices to integrate multiculturalism and multimodality reinforced by digital technologies to pedagogical practices. In this scenario, multiliteracy pedagogy presents itself as a means of incorporating new social reading and writing practices into school planning, especially with regard to English language teaching. It is necessary that foreign language teachers articulate teaching projects that allow students to learn while engaging in practices that, at some level, are already inserted in their daily dynamics. Therefore, this proposal uses project-based learning to conduct a didactic sequence in which students will need to search and explore content from the social network Instagram in English in order to develop a study schedule based on subjects of their interest using Trello as a tool. In addition, students will work collaboratively to create their own profile within the network, in which they will share information on subjects of their interest in different formats using the English language. At the end of the project, it is expected that students understand the possibility of using their social networks in favor of their learning, develop greater autonomy in their studies, carry out more assertive searches within the social network, and also become aware of how the increase of social networks use causes changes in the behavior of individuals, while offer them new possibilities for intercultural contact.