As tecnologias digitais na formação docente: analisando a oferta de disciplinas em cursos de letras-inglês

Abstract

This study aimed to conduct a survey of the courses that address digital technologies in English Language and Literature (Letras–Inglês) undergraduate programs at universities located in the Southeast region of Brazil. More specifically, the research sought to describe and analyze the courses offered within English Language and Literature programs at universities in this region. To achieve this objective, an exploratory documentary study was carried out, grounded in Gil (2008), with data collection based on pedagogical course projects, syllabi, curricular flowcharts, course descriptions, and other curricular documents available on institutional websites. From a theoretical perspective, this study was supported by research on the importance of digital technologies in teacher education, as discussed by authors such as Paiva (2013), Freire (2009), Souza (2007), Marzari and Leffa (2013), Caixeta (2024), Crescitelli and Valério (2021), Coscarelli, Glória, and Alecrim (2022), and Ribeiro (2020).The results of the investigation suggest that most of the universities analyzed offer courses focused on digital technologies, although with different approaches, which may foster significant advances in the critical and reflective education of future teachers. It was also observed that some of the courses analyzed do not address important aspects of teacher education, according to the perspectives of the authors that underpin this study, such as the promotion of innovation in teaching practices and/or the democratization of knowledge. The findings of this research may contribute to undergraduate and graduate students, as well as to teachers and researchers interested in teacher education and in the inclusion of technology-related courses in the curricula of English Language and Literature programs.