Digital technologies used as mediating signs of learning for Portuguese Language teaching
DOI:
https://doi.org/10.55028/edutec.v5i1.22082Keywords:
Digital technologies, Signs, Learning, Portuguese language teachingAbstract
This article investigates the use of digital technologies as mediating learning tools, with a specific focus on Portuguese language teaching. Based on Lev Vigotski's socio-historical-cultural theory, the study explores how the integration of digital technologies into pedagogical practices can facilitate not only the construction of knowledge but also the development of higher psychological functions, such as memory, attention, and abstract thinking. Various tools are analyzed, including Google Classroom, Google Forms, Padlet, Quizizz, and Jamboard, which have proven effective in promoting more interactive, collaborative, and personalized teaching, capable of actively and meaningfully engaging students. The article proposes strategies to optimize the adoption and use of these technologies in the educational environment, emphasizing that, when used in a planned and conscious manner, they can significantly contribute to students' cognitive development. These tools make the teaching and learning process active, adapted to individual and collaborative needs, allowing students to take a more active, critical, and protagonist role in their learning process. The conclusion is that the appropriate use of these technologies can transform the educational environment, creating a more interactive, engaging, and accessible learning space where students can develop cognitive, participatory, and creative skills more productively. These tools allow the teaching process to become more active, flexible, and adaptable to different needs and learning styles, facilitating personalized instruction that values student autonomy and empowerment.
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