Digital technologies in portuguese language teaching

Abstract

This research analyzes the perceptions of high school students regarding the teaching of the Portuguese language combined with the use of Digital Technologies in the context of Emergency Remote Teaching. The study is based on the principles of qualitative research, with a focus on narrative inquiry, as proposed by Todorov (1983). Data generation was conducted through Narrative Interviews, following the approaches of Jovchelovitch and Bauer (2002). Data analysis follows the model proposed by Lieblich, Tuval-Mashiach, and Zilber (1998), which allowed for an in-depth understanding of the collected narratives. The analysis results highlight the importance of using Digital Technologies during Emergency Remote Teaching; emphasize the necessary adaptation of educators and students to challenging conditions; underscore the role of Digital Technologies in maintaining reading and writing practices; and highlight the potential of these technologies in the educational process. However, they also point to challenges such as inequality in access to Digital Technologies and the need for a critical approach to their use. The research findings reaffirm the necessity of investing in teacher training and technological infrastructure to promote quality education that meets contemporary demands.