Technology, Education, and New Literacies in Theory and Practice: Studies from Brazil
Profile Roseanne Tavares Universidade Federal de Alagoas co-investigator Brazil Canada Knowledge Exchange.
Roseanne Tavares is a Research Associate of the Centre studying globalization, culture and their impact on the teacher’s critical formation in foreign language teaching, particularly in the teaching of English in Brazil
The present research is related to the study of globalization, culture and their impact on the teacher’s critical formation in foreign language teaching, particularly in the teaching of English in Brazil. Although the official documents of the Ministry of Education such as Lei de Diretrizes e Bases da Educação Nacional (LDB) 9394, Parâmetros Curriculares do Ensino Fundamental and do Ensino Médio (PCNEF and PCNEM), as well as the Orientações Curriculares para o Ensino Médio (OCEM) that guide our foreign language teachers about the educational principles to be considered in planning a course value the teaching of a foreign language in a more educational and social perspective, the reality in our classrooms is still related to teaching language as an instrumental function and distant from our reality and needs. According to Monte Mór (2009), this pedagogical agenda promotes reproductive education and gives emphasis to standardized values which undermine dialect differences. However, we live in a digital society full of social transformations in the working, public and personal lives of citizens and which demands other ways of knowledge construction. Monte Mór asserts that there must be an educational agenda in foreign language teaching (FLT) that promotes minds who are critical, creative, and innovative. This perspective requires more studies and research that might help expanding and defining an educational project for FLT. Within this proposal of new literacies and multiliteracies, I would like to contribute by going deeper into the concepts of globalization and culture and their influence of a contemporary view of FLT in Brazil, especially in the state of Alagoas. I would also like to interact with the Centre for Globalization and Cultural Studies at The University of Manitoba, Canada and observe how foreign language linguistic policies are adopted in the public schools there. In the Fall of 2010
Roseanne gave a talk at the University of Manitoba, Technology, Education, and New Literacies in Theory and Practice: Studies from Brazil