THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) AND ACTIVE METHODOLOGIES IN TEACHING THE PORTUGUESE LANGUAGE: A BIBLIOGRAPHICAL STUDY

Abstract

The inclusion of Information and Communication Technologies (ICTs) in education is a reality that cannot be ignored by the school community, especially due to what is proposed by the National Guidelines for Education, which advocate teaching aimed at the comprehensive development of students with a focus on the development of multiple literacies. Thus, emphasizing teaching and learning, we seek to discuss the use of Digital Information and Communication Technologies associated with active learning methodologies in Portuguese language classes and how this association can reflect on the role of the teacher with the use of technology in the classroom. To carry out this study, we used a qualitative bibliographic approach, with the following main references: Ramírez (2015), Daro (2018), Prestes (2002), BNCC (2017), Berbel (2011) and Fadel (2014). Through the research, it was possible to confirm that ICTs are essential for improving students' learning in a way that is contextualized with real life, as well as greatly helping the development of active methodologies in teaching Portuguese. However, it was also found that there are several challenges that teachers face when using ICTs in their classes, among which the lack or precarious access of students to the internet and technological devices in the school environment predominates.