DIGITAL TECHNOLOGIES AND OVERCOMING TRADITIONAL PORTUGUESE LANGUAGE TEACHING IMPLICATIONS FOR TEACHING PRACTICE AND TRAINING

Abstract

This article aims to address active methodologies and multiliteracy as possibilities to overcome traditional Portuguese language teaching in the face of the challenges of communication and interaction in the context of digital technologies and media. Based on the concepts of active methodologies, multiliteracy, multimodality, and digital literacy, the roles of the teacher and the student in the teaching and learning of Portuguese are examined, with their implications for teacher education. This study constitutes qualitative research, with a bibliographic approach, through a literature review on the subject and texts by authors who are reference in the field. For the approach to Portuguese language teaching and literacy and multiliteracy issues, mainly Travaglia (2009), Soares (2017), and Rojo e Moura (2019) were consulted; for the discussion of traditional teaching, active methodologies, and digital technologies, especially Freire (1996), Pischetola e Young (2019), Moran (2018), and Luchesim, Lara e Santos (2022) were relied upon. As a result, this work points to the need for a reflective and productive Portuguese language teaching that incorporates multimodality and various text genres for a more active learning and the development of critical and reflective individuals.