<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000500787</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i41.6483</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[UTILIZAÇÃO DAS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO NO ENSINO DA LÍNGUA INGLESA E SEUS DESAFIOS NA FORMAÇÃO DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE TEACHING OF ENGLISH LANGUAGE AND ITS CHALLENGES IN TEACHER TRAINING]]></article-title>
<article-title xml:lang="es"><![CDATA[USO DE LAS TECNOLOGÍAS DE LA INFORMACIÓN Y LA COMUNICACIÓN EN LA ENSEÑANZA DEL IDIOMA INGLÉS Y SUS DESAFÍOS EN LA FORMACIÓN DOCENTE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Denilson Marques dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Maria Cecilia Fagundes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Denise Marques dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Anhanguera  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Faculdade Pan Amazônica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>41</numero>
<fpage>787</fpage>
<lpage>801</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000500787&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000500787&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000500787&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente trabalho tem como objetivo identificar os benefícios e os desafios do ensino do inglês atrelado ao uso das Tecnologias de Informação e Comunicação (TIC&#8217;s), além de analisar a formação de professores para o uso crítico dessas ferramentas em sala de aula. Para tanto, foi realizada uma breve revisão de literatura que traz a&#768; tona nomes como FRANCO (2018), IFA (2006), MOITA LOPES (2008), RODRIGUES (2016) e outros teóricos que agregaram em seus conhecimentos sobre a temática aqui abordada. Como resultado, demonstra-se que a metodologia tradicional de ensino do inglês suportada pelo quadro branco e a oralidade gera desinteresse, desmotivação e consequentemente dificulta o processo de aprendizagem do idioma. O estudo permite concluir que no período em curso, as tecnologias já fazem parte da realidade dentro e fora das escolas e por isso os professores são impelidos as constantes atualizações que apontam para o domínio de novas linguagens, ou seja, é preciso que eles também sejam letrados digitalmente. É essencial a instrução acerca do uso didático das TIC&#8217;s a fim de oportunizar aulas de língua inglesa mais alinhada com a era digital.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present work aims to identify the benefits and challenges of teaching English tied to the use of Information and Communication Technologies (ICT's), in addition to analyzing the training of teachers for the critical use of these tools in the classroom. To this do so, a brief literature review was conducted that brings up names such as FRANCO (2018), IFA (2006), MOITA LOPES (2008), RODRIGUES (2016) and other theorists who added in their knowledge on the theme addressed here. As a result, it is demonstrated that the traditional methodology of teaching English supported by the whiteboard and orality generates disinterest, demotivation and consequently hinders the language learning process. The study allows us to conclude that in the current period, technologies are already part of reality inside and outside schools and so teachers are urged to constantly update the domain of new languages, that is, they must also be digitally literate. Instruction on the didactic use of ICT is essential in order to give opportunities for English language classes more aligned with the digital age.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente trabajo tiene como objetivo identificar los beneficios y retos de la enseñanza del inglés ligado al uso de las Tecnologías de la Información y la Comunicación (TIC), además de analizar la formación de los profesores para el uso crítico de estas herramientas en el aula. Para ello, se llevó a cabo una breve revisión bibliográfica que aportó nombres como FRANCO (2018), IFA (2006), MOITA LOPES (2008), RODRIGUES (2016) y otros teóricos que añadieron en sus conocimientos sobre el tema abordado aquí. Como resultado, se demuestra que la metodología tradicional de enseñanza del inglés apoyada por la pizarra y la oralidad genera desinterés, desmotivación y, en consecuencia, dificulta el proceso de aprendizaje de idiomas. El estudio nos permite concluir que en el período actual, las tecnologías ya forman parte de la realidad dentro y fuera de las escuelas, por lo que se insta a los profesores a actualizar constantemente el dominio de los nuevos idiomas, es decir, también deben ser alfabetizados digitalmente. La instrucción sobre el uso didáctico de las TIC es esencial para dar oportunidades a las clases de inglés más alineadas con la era digital.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Língua Inglesa]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias de Informação e Comunicação.]]></kwd>
<kwd lng="en"><![CDATA[English Language]]></kwd>
<kwd lng="en"><![CDATA[Training of Teachers]]></kwd>
<kwd lng="en"><![CDATA[Information and Communication Technologies]]></kwd>
<kwd lng="es"><![CDATA[Lengua Inglesa]]></kwd>
<kwd lng="es"><![CDATA[Capacitación de los Maestros]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías de La información y la Comunicación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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