TEACHING THE PORTUGUESE LANGUAGE IN DIGITAL CULTURE: CHALLENGES, POSSIBILITIES, AND CONTRIBUTIONS OF EDUCATIONAL TECHNOLOGIES TO LEARNING

Abstract

The transformations brought about by digital culture have significantly impacted teaching and learning processes, requiring new approaches to Portuguese Language education. In this context, the present study aims to analyze the contributions, challenges, and perspectives of the use of digital technologies in Portuguese language teaching, discussing their potential to foster contemporary literacies and promote students’ critical development. Methodologically, this research adopts a qualitative, descriptive, and reflective approach, based on a bibliographic review. The theoretical framework is grounded in scholars who examine the relationships between education, language, and technology, particularly Lévy, Santaella, Kenski, Moran, Soares, Rojo, and Freire. The findings indicate that digital technologies expand opportunities for reading, writing, interaction, and knowledge production, supporting more participatory pedagogical practices aligned with the demands of contemporary society. Furthermore, the study highlights the importance of digital literacies and multiliteracies in students’ education, as well as the potential of virtual learning environments, digital discourse genres, and artificial intelligence tools. However, the research also identifies challenges related to teacher training, technological infrastructure, and inequalities in access, factors that directly influence the effective use of these resources in educational settings. It is concluded that digital technologies can make significant contributions to Portuguese language teaching, provided that their use is associated with critical, inclusive, and pedagogically meaningful practices committed to students’ citizenship education.