PERSPECTIVES FOR ENGLISH LANGUAGE TEACHING IN THE CURRENT CONTEXT: DIGITAL LITERACY AND CRITICAL LITERACY UNDER DISCUSSION

Abstract

This study analyzed how digital and critical literacies were mobilized throughout the development of a teaching unit for English classes from critical perspectives, aiming to contribute to the citizenship and linguistic development of learners and English language teachers in training. The guiding problem was based on the following question: how were digital and critical literacies activated during the process of developing resources for English teaching? The study was a qualitative research, characterized as research-training, conducted with undergraduate students in English Language. The results indicated that the process of creating the resources required students to develop digital literacies as well as various critical literacies in the selection, analysis, and writing of the texts and proposed activities. The research findings also highlighted the need for adequate preparation so that future teachers can instigate these critical perspectives in their classes, aiming for a language teaching process that transcends content transmission.