O uso do Duolingo no processo de ensino e aprendizagem da Língua Inglesa: estratégias de ensino para alunos do curso de Letras da UEMA/Campus Santa Inês

Abstract

This research explores and reflects on the relationship of the growing use of digital technologies in various social spaces, as well as the use of Duolingo as a pedagogical tool. The theoretical foundation is based on the curricular guidelines of the Ministry of Education (MEC), on the opinions that standardize the course of Letters in Brazil (BRASIL, 2001), in approaches to linguistic skills by researchers Chomsky, (1965); Hymes, (1966); Rocha e Cunha, (2019) and Xavier (2019), contributions on digital technologies researched in Lévy (1994); Warschauer and Healey (1998); Perrenoud (2000); Rodrigues (2016); and BNCC (2017), and finally on the use of the Duolingo platform in Moran (2000); Barros (2016); Cortelazzo (2018 and Lacerda (2021). This study was developed through field research with a qualitative and quantitative approach and procedures, based on the definition of Lakatos and Marconi (2010). The research was performed by with academics from the Literature course at Universidade Estadual do Maranhão, Campus Santa Inês. Explores strategies for teaching English using the digital platform Duolingo for schools to mediate content in English, providing opportunities for methodological practice in foreign language classes and reflecting on its importance in the teaching process and language learning. It was considered that for acquisition of the English language, the Duolingo platform is an important ally in the development of linguistic skills in reading, writing, speaking and listening. The investigation showed that promoting the use of digital resources in education, especially in teaching and learning the English language, adds value to language learning in the Literature course. Finally, it should be noted that success in the use of digital technologies does not occur in terms of quantity or quality, but in the integration of these resources into curricular processes in the face of digital reality, which promotes qualitative transformations in pedagogical practice and in the process of teaching and learning.