New technologies in the Portuguese language teaching-learning process: challenges and possibilities

Abstract

Technologies have always been part of the daily life of the people in their different interactions, among these, we can highlight those which are used in the school routine. In recent years, we have experienced the insertion of new technologies in the teaching-learning process in elementary school, but even with a computer lab, multimedia resources or equipment with high technologies, the results in the educational process have not been satisfactory, as in reading and production of texts in the most varied discursive genres. This article proposes to highlight some challenges that the subjects involved in the school reality still find to make the new technologies a means by which it is possible a quality Education that becomes significant for students and teachers. We have tried to reflect, especially from the studies of Maingueneau (2011, 2015), Chartier (2009), Pinheiro (2013), Silva (2012), on the possibilities of conscious and planned use of technological tools in Portuguese Language classes in Basic Education, in order to generate more and better learning. The proper use of these tools makes the school a place of significant transformation for all those involved in it, promoting the constitution of an active and coherent discursive subject with the school society and beyond.