This study aims to discuss the importance of integrating the alphabetic writing system with social practices of reading and writing in the early years of schooling, understanding these dimensions as distinct yet interdependent processes in children’s education. To achieve this objective, a qualitative bibliographic study was conducted, focusing on the analysis of the meanings and uses of written language in different contexts of social participation. The theoretical framework is primarily grounded in Bauman’s contributions (2001, 2007, 2009) concerning Liquid Modernity, a perspective that enables an understanding of the educational challenges posed by a society characterized by constant change, instability, and the rapid circulation of information. The results indicate that children may acquire encoding and decoding skills without simultaneously developing the ability to use writing meaningfully. However, separating literacy acquisition from literacy practices limits a critical understanding of reality and reduces opportunities for conscious participation in social practices. Disregarding students’ historical, cultural, and social circumstances restricts their access to knowledge that is essential for understanding their role in collective life. It is concluded that the integration of literacy acquisition and literacy practices promotes the development of autonomous, participatory, critical, and reflective individuals. Therefore, education must extend beyond the conventional teaching of reading and writing, ensuring that these practices acquire meaning, functionality, and social relevance in children’s lives.
Bárbara Macedo Martins, Suzy Chrystine Vasques Guedes, V. Weigel· Research, Society and Develo...· 0 citations
This study aims to investigate teachers' perceptions of the use of digital media and audiovisual resources in online English language teaching. Given the rapid advancement of digital technologies and their increasing presence in contemporary educational settings, the study seeks to examine the benefits and challenges associated with integrating these tools into the teaching and learning process. The research adopted a qualitative approach, supported by a literature review and data collected through a questionnaire administered to English language teachers working in the Amazon region, particularly in rural and inland areas characterized by unique geographical conditions and significant connectivity challenges. The findings revealed that participants frequently incorporate videos, podcasts, educational applications, social media, and digital platforms into their teaching practices. Teachers identified the development of language skills, increased student interaction and engagement, greater learning flexibility, and access to authentic language materials as the primary benefits of using these digital resources. However, they also highlighted challenges related to internet connectivity, technological infrastructure, and the need for continuous teacher training to ensure the effective integration of digital technologies into educational practices. The study concludes that digital media and audiovisual resources are perceived as valuable tools for online English language teaching, fostering more dynamic and interactive learning environments. Nevertheless, overcoming existing infrastructural limitations remains essential to maximizing their educational potential.
Bárbara Macedo Martins, Suzy Chrystine Vasques Guedes, V. Weigel· Research, Society and Develo...· 0 citations
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