ELEMENTOS AVALIATIVOS NO DISCURSO DOCENTE SOBRE O EMPREGO DE TECNOLOGIAS DIGITAIS NO CONTEXTO DA EDUCAÇÃO LINGUÍSTICA

Abstract

Digital technologies have been consolidating as transformative elements of social practices, communicative and educational, significantly influencing the ways of teaching and learning languages. Even though the increasing incorporation of these technologies in teacher training, challenges persist in their critical and meaningful integration into the school curriculum, especially in public institutions. This article aims to analyze the evaluative resources present in the discourse of English language teachers in the public network of São Luís de Montes Belos – GO about the use of digital technologies in pedagogical practice. Based on Systemic-Functional Linguistics (Halliday, 1994; Halliday; Matthiessen, 2014), with an emphasis on the Appraisal System (Martin; White, 2005), especially in the Attitude Subsystem, this text identifies in the teacher reports, marks of affection, judgment, and appreciation that reveal both the recognition of the potential of ICTs regarding the limitations faced in precarious educational contexts. The analyses reveal that the lack of infrastructure, such as limited access to the internet and technological equipment and the lack of ongoing training that surpass instrumental use hinders the critical and reflective mediation proposed by authors such as Kenski (2012) e Moran (2013). Although digital technologies offer innovative possibilities for language teaching, your realization requires appropriate material conditions and investment in critical teacher training, so that they become instruments of pedagogical emancipation but not only in school entertainment resources.