<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762020000200785</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2020v18i2p785-805</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CULTURA DIGITAL EM UM CURSO DE LICENCIATURA LETRAS-INGLÊS: UM ESTUDO DE CASO]]></article-title>
<article-title xml:lang="en"><![CDATA[DIGITAL CULTURE IN A COURSE OF ENGLISH-LANGUAGE TEACHING UNDERGRADUATE PROGRAM: A CASE STUDY]]></article-title>
<article-title xml:lang="es"><![CDATA[CULTURA DIGITAL EN UN CURSO DE LICENCIATURA LETRAS-INGLÉS: UN ESTUDIO DE CASO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ARAÚJO]]></surname>
<given-names><![CDATA[Marcus de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>785</fpage>
<lpage>805</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762020000200785&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762020000200785&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762020000200785&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo tem por objetivo apresentar um estudo de caso com dois alunos de Licenciatura em Letras para o uso das Tecnologias Digitais da Informação e Comunicação (TDIC) na aprendizagem de inglês. O referencial teórico baseia-se nos princípios da cultura digital (PRENSKY, 2001, 2012; BUCKINGHAM, 2010; IANNONE; ALMEIDA; VALIENTE, 2016, ALMEIDA et al., 2017; ALONSO, 2017; entre outros) como forma de integrá-la ao ambiente de sala de aula no contexto brasileiro, em que os alunos poderão se apropriar, pedagógica e conscientemente, das mídias digitais e das tecnologias. Com relação à metodologia, esta pesquisa se caracteriza como um estudo de caso qualitativo (ANDRÉ, 2013; GERRING, 2019) e utiliza como instrumentos de pesquisa um relato reflexivo, entrevista e atividades do Facebook. Os dados da pesquisa foram gerados em uma disciplina curricular específica sobre tecnologias do curso de Licenciatura Letras-Inglês da Universidade Federal do Pará (UFPA). Os resultados apontam que as TDIC podem contribuir para um comportamento inovador do professor, ao sair, por exemplo, de práticas tradicionais de ensino, já que as tecnologias possibilitam ao professor conhecer melhor as necessidades dos alunos. Além disso, o professor precisa adaptar-se ao mundo digital e ajudar o aluno a ser autônomo em sua aprendizagem. Assim sendo, é válido mencionar que toda inovação precisa ser ensinada, para auxiliar o aluno a partir de suas necessidades, e o uso das TDIC em sala de aula, para uso pedagógico, não é diferente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The main objective of this paper is to present a case study with two students of Language Teaching Undergraduate Program about the use of Information and Communication Digital Technologies (ICDT) in English learning. The theoretical framework is based on the principles of digital culture (PRENSKY, 2001, 2012; BUCKINGHAM, 2010; IANNONE; ALMEIDA; VALIENTE, 2016, ALMEIDA et al., 2017; ALONSO, 2017; among others) as a way of integrating it into the classroom environment in Brazilian context. Students will also be able to appropriate of digital media and technologies, pedagogical and consciously. As for the methods, this research is considered as a qualitative case study (ANDRÉ, 2013; GERRING, 2019). The research instruments used were reflective reports, a interview and Facebook activities. The research data were generated in a specific curricular subject on technologies of the English-language teaching undergraduate program at Universidade Federal do Pará (UFPA). The results point out that ICDT can contribute to an innovative practice of the teacher when he/she leaves traditional teaching practices, for instance. Technologies can also allow the teacher to better understand the students´ needs. In addition, teacher needs to adapt himself/herself to the digital world and help the student to be autonomous in their learning. Therefore, it is worth mentioning that all innovation needs to be taught and in order to help the student from his/her needs. The use of ICDT is no different in the classroom for pedagogical use.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente artículo tiene por objetivo central presentar un estudio de caso con dos alunos de la Licenciatura en Letras para el uso de las Tecnologías Digitales de la Información y Comunicación (TDIC) en el aprendizaje de inglés. La fundamentación teórica se basa en los principios de la cultura digital (PRENSKY, 2001, 2012; BUCKINGHAM, 2010; IANNONE; ALMEIDA; VALIENTE, 2016, ALMEIDA et al., 2017; ALONSO, 2017; entre otros) como forma de integrarla a las clases en el contexto brasileño, en el que los alumnos podrán apropiarse, pedagógica y conscientemente, de los medios digitales y de las tecnologías. Con relación a la metodología, esta investigación se caracteriza como un estudio de caso cualitativo (ANDRÉ, 2013; GERRING, 2019) y utiliza como instrumentos de investigación un relato reflexivo, entrevistas y actividades realizadas en Facebook. Los datos de la investigación fueron generados en una asignatura curricular específica sobre tecnologías del curso de Licenciatura Letras-Inglés de la Universidad Federal de Pará (UFPA). Los resultados apuntan a que las TDIC pueden contribuir a un comportamiento innovador del profesor, al ir más allá, por ejemplo, de prácticas tradicionales de enseñanza, ya que las tecnologías permiten que el profesor conozca mejor las necesidades de los alumnos. Asimismo, es preciso que el docente se adapte al mundo digital y ayude al alumno a ser autónomo en su aprendizaje. Siendo así, resulta válido afirmar que toda innovación necesita enseñarse, para ayudar al alumno considerando sus necesidades, y el uso de las TDIC en clase, para uso pedagógico, no es diferente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estudo de caso]]></kwd>
<kwd lng="pt"><![CDATA[TDIC]]></kwd>
<kwd lng="pt"><![CDATA[Cultura digital]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura Letras-Inglês]]></kwd>
<kwd lng="pt"><![CDATA[UFPA.]]></kwd>
<kwd lng="en"><![CDATA[Case study]]></kwd>
<kwd lng="en"><![CDATA[ICDT]]></kwd>
<kwd lng="en"><![CDATA[Digital culture]]></kwd>
<kwd lng="en"><![CDATA[English-language teaching undergraduate program]]></kwd>
<kwd lng="en"><![CDATA[UFPA.]]></kwd>
<kwd lng="es"><![CDATA[Estudio de caso]]></kwd>
<kwd lng="es"><![CDATA[TDIC]]></kwd>
<kwd lng="es"><![CDATA[Cultura digital]]></kwd>
<kwd lng="es"><![CDATA[Licenciatura en Letras-Inglés]]></kwd>
<kwd lng="es"><![CDATA[UFPA.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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