Uma viagem pelo presente, passado e futuro: o estudo de literatura em língua inglesa por meio de recursos digitais no 2o ano do ensino médio do Centro de Ensino Manoel Beckman em São Luís - MA

Abstract

This research is about the use of digital resources in the study of English Literature in junior high school at Centro de Ensino Manoel Beckman in São Luís- MA, and it is also an invitation to a literary journey through present, past, and future. The reason of this study came from the confirmation of the importance of reading literary texts, expressed in Base Nacional Comum Curricular – BNCC, in 2017 and the presumption that English Language students, due to the little time available for this curricular component, were having part of important English contents supressed or reduced from that subject. In addition, it was verified that English Planning was not considering students’ prior knowledge and their affinity with digital teaching tools. It aims to investigate the use of digital resources for enhancing the study of English literature in junior high school at Centro de Ensino Manoel Beckman in São Luís-MA. It is an applied research according to its purspose; qualitative, in relation to the mode of inquiry; interventional, due to its objectives; and bibliographic and documentary because of its technical procedures. The study begins with an overview of literature, bringing together important theorists, such as Salvatore D’Onofrio (1995), Mikhail Bakhtin (2006) and Ítalo Calvino (2007), and then presents a historical journey through English literature, according renowned authors, such as Jorge Luís Borges (2016), and other more contemporary ones, like Alexander Meireles da Silva (2006). So, it explains the concepts of technology based on the ideas of Donna Haraway (Tadeu, 2009) in Cyborg Manifesto. After that, it applies and demonstrate the results of the study. Finally, it concludes that students feel more motivated to study English literature with the use of digital resources; there is an extra gain of time for teachers when technology is used in teaching process; students also feel more protagonists of their own learning; and, despite loving innovations, students still prefer to read books in print.