INTERFACES BETWEEN DIGITAL TECHNOLOGIES AND PORTUGUESE TEACHING FOR SPECIFIC PRUPOSE

Abstract

This article presents reflections on the interfaces between teaching Portuguese for specific purposes and digital technologies, in courses other than Literature, in a qualitative methodological approach. We base our studies on Discourse Analysis (MAINGUENEAU, 2011), in addition to the conception of digital literacy (FREITAS, 2010), and multimodality (MAINGUENEAU, 2015; DIONÍSIO, 2011). We have also included possibilities to work on the Portuguese discipline for specific purposes using the WhatsApp digital tool for reading and text production. We call the activity “Daily Reading Workshop”, through which students can interact, building knowledge either through oral discussions or through research and writing of texts on the subject presented. The considerations presented in this text indicate that a proposal to use this tool in courses that have Portuguese for specific purposes can make learning more meaningful, relating it to the area of ​​knowledge, their experiences and experiences, making the student subject of discourse, preparing or for the labor market. There is still a need for other studies that demonstrate the relevance of this approach in teaching Portuguese for specific purposes, such as training teachers for this purpose, to provide improvement in linguistic and digital competence and, consequently, the inclusion of these students in Higher Education and in professional life.