Revista CBTecLE

‘-NOW YOU CAN DO ALMOST EVERYTHING FROM HOME!’

Thu, 11 Dec 2025 00:00:00 -0300

The speed with which discourses take on new forms in contemporary times exposes individuals to multiple utterances that constitute them as subjects. Social practices, shaped by institutional goals, are constantly transforming, generating discourses that circulate widely in the media, driven by the pursuit of economic efficiency and profit. In this context, this study analyzes Bradesco’s innovation campaign, focusing on the commercial aired in February 2020 and its updated version broadcast in October of the same year, during the Covid-19 health crisis. The discursive constructions in these commercials reproduce the idea of technological innovation offered to clients, encouraging changes in established social practices related to money management, now in digital form—fast, secure, and modern. With the progression of the pandemic and the spread of the SARS-CoV-2 virus, the October commercial links technological innovation to the health discourse, presenting it as a facilitator of distancing and social isolation. Thus, Bradesco’s technology is represented as caring not only for clients’ finances but also for their health. Based on Discourse Analysis, this study aims to understand how media discourses constitute subjects who adopt social practices aligned with institutional interests.

“I DON’T SPEAK ENGLISH”. ENTRE O MEDO E A FALA: UM OLHAR DECOLONIAL SOBRE A APRENDIZAGEM DA LÍNGUA INGLESA NAS ESCOLAS PÚBLICAS

Ana Paula Turesso Pinto Pedroso — Thu, 11 Dec 2025 00:00:00 -0300

This article presents a theoretical reflection on the fear of speaking English in the classroom, a recurring feeling among teachers and students in state public schools. The analysis, qualitative and exploratory in nature, is based on recent studies on language anxiety, pedagogical practices, and teacher training. The insecurity in orally expressing oneself in English is understood as a construction influenced by emotional, social, and educational factors, aggravated by insufficient teacher training and the absence of communicative methodologies in the school environment (Paiva, 2019; Silva & Barcelos, 2021). Communicative anxiety is seen not only as an individual challenge but as a reflection of an educational system that still marginalizes foreign language teaching, especially in vulnerable contexts (Medeiros & Rocha, 2022). The fear of making mistakes, being judged, and not meeting institutional expectations inhibits speaking and compromises meaningful learning. It is concluded that overcoming these barriers requires investments in public policies for continuous teacher training, valuing oral skills in language teaching, and creating safe and welcoming spaces for communicative practice.

Keywords: Fear of Speaking; English Language; Public Education; Language Anxiety; Teacher Training.

CRENÇAS DOCENTES NO ENSINO DE LÍNGUAS ESTRANGEIRAS: MAPEAMENTO BIBLIOMÉTRICO DAS DISSERTAÇÕES E TESES DA BDTD (2019–2024)

Thu, 11 Dec 2025 00:00:00 -0300

This study presents a bibliometric mapping of Brazilian academic production on teacher beliefs in foreign language teaching, specifically theses and dissertations defended between 2019 and 2024. The objective was to analyze thematic trends, institutional production hubs, and methodologies, relating the findings to the theoretical discussion on identity, beliefs, and teacher professionalization. The research analyzed 45 works from the BDTD (Brazilian Digital Library of Theses and Dissertations), primarily focused on English teacher education. Most of the production is concentrated in public universities in the South and Southeast regions. The annual distribution showed a peak in 2023, suggesting a resumption or backlog of defenses post-pandemic. The works demonstrate how beliefs and identities manifest as strategies of resistance or adaptation in the face of contemporary challenges in teaching, such as neoliberal policies and curricular changes. The methodological analysis revealed the predominance of qualitative approaches (84.4%), utilizing interviews, narratives, and logbooks. Classified by Barcelos (2020), the normative approach is the most prevalent (53.3%), followed by the metacognitive (31.1%) and the contextual/ethnographic (15.6%). The study concludes that research on beliefs is essential for improving teacher education, reinforcing the need for future studies that explore the articulation between beliefs, practices, emotions, and the impact of public policies on teacher identity.

A LÍNGUA INGLESA E AS COMPETÊNCIAS INTERCULTURAIS COMO RECURSOS ESTRATÉGICOS DO SECRETARIADO EXECUTIVO NA INTEGRAÇÃO DE EXPATRIADOS

Thu, 11 Dec 2025 00:00:00 -0300

This study aims to analyze and discuss how the responsibilities of executive secretaries extend beyond routine administrative tasks, requiring strong proficiency in English and intercultural knowledge. To investigate these aspects, a qualitative, exploratory, and descriptive approach was adopted, utilizing a questionnaire consisting of 15 open-ended questions answered by 14 professionals experienced in supporting expatriates in Brazil. The results highlight that fluency in English is a fundamental requirement for effective performance, as it enhances communication, facilitates cultural adaptation, and contributes to the successful integration of expatriates into the organizational environment. In addition, intercultural communication and secretarial competencies emerged as strategic assets for overcoming cultural barriers and strengthening professional relationships.

RELATO DE EXPERIÊNCIA SOBRE O USO DA INTELIGÊNCIA ARTIFICIAL NA DOCÊNCIA DO ENSINO TÉCNICO: COMPETÊNCIAS, ÉTICA E MEDIAÇÃO PEDAGÓGICA

Benito Piruk Nunez — Thu, 11 Dec 2025 00:00:00 -0300

This paper presents an experience report on the use of Artificial Intelligence (AI) in teaching practices in technical education, highlighting the technical, pedagogical, ethical, and political competencies involved in its use. The experience was developed at a State Technical School (ETEC) in the Paula Souza Center, part of the Industrial Technology Hub, with classes in Technical and Technical High School programs. The report describes the planning, execution, and student perceptions of a workshop that integrated the use of AI tools (ChatGPT, Copilot, and Canva) in the development of teaching materials and assessment activities. The analysis considers the dimensions of teaching—technical, pedagogical, ethical, and political—and proposes a critical reflection on the teacher training required for the ethical and humane use of AI. It concludes that the conscious integration of technologies strengthens the teacher's mediating role and promotes a more reflective, inclusive, and innovative technical education.

PIBID IN ACTION: ACTIVE METHODOLOGIES, AGEIS METHODOLOGIES AND INNOVATION IN TEACHER TRAINING IN VOCATIONAL EDUCATION

Thu, 11 Dec 2025 00:00:00 -0300

This article presents the results and reflections of the PIBID subproject, developed by São Judas Tadeu University (USJT) in partnership with ETEC Professora Adhemar Batista Heméritas, focusing on teacher training and the use of innovative methodologies in Vocational Education. The research aimed to analyze how the integration between active and agile methodologies contributes to the development of teaching competencies and innovative pedagogical practices. The approach is qualitative and descriptive, based on direct observation, content analysis (BARDIN, 2016), and case study (YIN, 2015). The actions carried out from April to October 2025 were observed, with emphasis on the Literature in Action and Future in Action – SAEB and ENEM projects. The results indicate that PIBID, by incorporating principles of agile management and active learning, strengthened student protagonism, collaboration between undergraduate students and teachers, and integration between university and technical school. The relevance of this research lies in the contribution of PIBID (Institutional Scholarship Program for Teaching Initiation) to strengthening teacher training in Vocational Education, highlighting the importance of a collaborative, reflective, and innovative pedagogical practice that fosters the development of skills aligned with the contemporary demands of education.

ABORDAGENS TEÓRICAS E APLICADAS AO ENSINO E À APRENDIZAGEM NO TRABALHO DE CONCLUSÃO DE CURSO: UMA REVISÃO INTEGRATIVA DO TIPO ESTADO DA ARTE

Thu, 11 Dec 2025 00:00:00 -0300

This article analyzes theoretical and applied approaches to teaching and learning in the context of the Final Course Assignment (TCC) as a formative practice in technical education. The research, of a qualitative nature and exploratory design, was conducted as an integrative review of the “state of the art” type, based on authors such as Morin (2000, 2011), Moran (2015, 2021), Lakatos and Marconi (2017), Schön (1983), Perrenoud (2000), and Bacich and Moran (2021). The study identified three central categories: reflective training, academic literacy, and active learning. The results indicate that the TCC, when guided by consistent epistemological and pedagogical principles, constitutes a space for meaningful learning, articulating theory, practice, and critical reflection. Practices such as Scientific Initiation, Voluntary Tutoring, and Academic Literacy strengthen student protagonism, intellectual autonomy, and the development of scientific language. It is concludedv

TRAJETÓRIAS, CRENÇAS E IDENTIDADES DOCENTES: ANÁLISE TEMÁTICA DAS NARRATIVAS DE PROFESSORES DE INGLÊS DE INSTITUTOS DE IDIOMAS E DA EDUCAÇÃO PROFISSIONAL

Thu, 11 Dec 2025 00:00:00 -0300

This study investigated how English language teachers, working in language institutes and in Vocational Education at both secondary and higher levels, construct their professional identity based on their trajectories, beliefs, and formative experiences. The research, qualitative and exploratory-interpretative in nature, employed a narrative questionnaire with four participants. Responses were analysed through Braun and Clarke’s (2006; 2019) thematic analysis, carried out in three stages: an initial analysis conducted by the researcher; refinement with the support of a thematic analysis agent based on Artificial Intelligence; and a final interpretation articulated with the theoretical framework. The results revealed five central themes: (a) continuous training and critical events; (b) reconfiguration of beliefs; (c) centrality of the student; (d) impact and recognition; and (e) situated and negotiated identity. A strong convergence was observed between the contexts investigated, particularly in the recognition of student centrality and in the perception that English teaching, although directed toward specific purposes, transcends mere technicality and can assume a broader formative dimension. The study concluded that teacher identity is multiple, situated, and constantly negotiated, but it is emphasised that the findings are exploratory and highlight the need for broader studies to deepen and confirm these tendencies.

LANGUAGE, POWER AND EMANCIPATION

Gladison Perosini — Thu, 11 Dec 2025 00:00:00 -0300

Language transcends its function as a mere communicative instrument, establishing itself as a field of symbolic dispute in which structures of power and social inequality are inscribed, legitimized, and contested. This article, of bibliographic nature and grounded in critical review, aims to reexamine the main theoretical currents that articulate language and social inequality, particularly through the lenses of Critical Linguistics (CL) and Emancipatory Education. It is based on the premise that every linguistic act is intrinsically and ideologically situated, as postulated by classical authors such as Pêcheux and Fairclough, and that educational praxis holds the potential to reconfigure discursive practices into vectors of emancipation, in accordance with Freire’s pedagogy. The theoretical discussion establishes a robust dialogue between historical materialism, Foucault’s theories of power, and Bakhtin’s dialogic approaches, integrating them with contemporary contributions from Critical Discourse Analysis (CDA). It is concluded that CL, in synergy with Freirean pedagogy, offers an epistemological horizon for the reconfiguration of Portuguese language teaching as a practice of epistemic resistance, critical awareness, and social transformation—an imperative reinforced by recent research on the discursive reproduction of inequity.

Case study as an active learning methodology for teaching english for specific purposes in the Nutrition and Dietetics Technical Course.

Henrique Nogueira Reis, Amanda Barbosa Neto, Juliana de Oliveira Martins — Thu, 11 Dec 2025 00:00:00 -0300

This article discusses the integration of English for Specific Purposes (ESP) and active learning methodologies, particularly case-based learning, in Nutrition and Dietetics technical education. Based on theoretical review and recent evidence, it was found that Case-Based Learning (CBL) and Problem-Based Learning (PBL) are effective for developing critical thinking, autonomy, and decision-making in health training contexts. Furthermore, the combination of ESP and case studies promotes contextualized learning, enabling students to simultaneously develop linguistic and technical skills focused on interpreting food labels, clinical protocols, and scientific articles in English. Findings reinforce that linking language learning with professional practice enhances engagement, comprehension, and knowledge applicability, contributing to the training of technically competent, critical professionals capable of operating in a globalized context. It is concluded that integrating active methodologies and ESP teaching represents an innovative and necessary pedagogical strategy for comprehensive nutrition education.

A A MÚSICA NO ENSINO DO INGLÊS – UMA REVISÃO DA LITERATURA

Janaina Aparecida Alves Scaliza, Géssica Mina Kim Jesus — Thu, 11 Dec 2025 00:00:00 -0300

This article presents a theoretical review on the use of music as a pedagogical tool in the teaching and learning of the English language. The aim is to understand the benefits, challenges, and theoretical foundations that support this educational practice, considering the role of music in language acquisition, student motivation, and the development of listening, vocabulary, and cultural skills. The research is based on national and international academic studies that demonstrate the effectiveness of using songs in the context of language teaching. It is concluded that music, when used in a planned manner and aligned with learning objectives, can enhance the process of acquiring English as a foreign language.

CONNECTED BUT UNLETTERED:

Thu, 11 Dec 2025 00:00:00 -0300

The article analyzes the impact of digital functional illiteracy on learning during the Covid-19 pandemic in Brazil (2020–2021), conceptually differentiating it from the digital divide. Through a narrative literature review (2020–2024), evidence from institutional reports (CGI.br/CETIC.br, UNICEF, OECD/Pisa) and peer-reviewed articles on emergency remote teaching, digital literacy and teaching practices are articulated. The results indicate that barriers to access-instable connectivity, lack of devices, and inequalities by income and territory-have made it possible for millions of students to participate. Digital illiteracy is the absence of technical and critical knowledge about digital information. Among the connected, limitations of digital proficiency and information literacy (difficulty in differentiating facts from opinions, curating and verifying information) reduced the effectiveness of the autonomous study and online activities. At the teaching level, gaps in instructional design, mediation and evaluation in the digital context compromised learning, especially when there was a mere transposition from face-to-face to remote. That access is a necessary condition, but digital proficiency and pedagogical design are indispensable conditions for meaningful learning. It is recommended to integrate connectivity policies and devices with continuing teacher training and development of critical digital skills in curricula, in addition to monitoring medium-term effects on performance and equity.

METODOLOGIA ATIVA ASSISTIDA: A EDUCAÇÃO DE INDIVÍDUOS ADULTOS COM 50 ANOS DE IDADE OU MAIS FACILITADA PELA INTELIGÊNCIA ARTIFICIAL

Thu, 11 Dec 2025 00:00:00 -0300

Artificial intelligence (AI) has revolutionized education by offering personalized and inclusive solutions, but its potential in the education of people aged 50 and over remains largely unexplored. In the educational context, this work explores the potential of combining active methodologies and AI in the education of adults aged fifty and over and thus recognizes the particularities and challenges of the learning process in this age group. Through a literature review and analysis of the opportunities and challenges of implementation, it was found that adults in their fifties are increasingly seeking to return to school. This research, in this sense, aims to analyze how AI can facilitate the process and construction of continuous knowledge, promote digital inclusion and overcome specific challenges of this age group, such as technological barriers and emotional needs. Through SWOT analysis, opportunities were identified, such as the personalization of teaching and automation of administrative tasks. However, there are threats such as technological dependence and ethical issues. It is concluded that AI can transform education for this audience aged 50 or over and facilitate their definitive inclusion in an active and productive society.

METODOLOGIAS ATIVAS NO ENSINO DE LÍNGUA PORTUGUESA: DA RECEPÇÃO PASSIVA AO PROTAGONISMO DISCURSIVO NO ENSINO MÉDIO

PÂMELA FRANCO — Thu, 11 Dec 2025 00:00:00 -0300

Abstrat: This article discusses the possibilities of articulation between active methodologies and Portuguese Language teaching in Brazilian High School, aiming to overcome the traditional pedagogical model centered on the transmission of decontextualized grammatical content. Based on a theoretical review grounded in contemporary authors, the study reveals epistemological convergences between the principles of active methodologies — student protagonism, meaningful learning, collaboration — and the socio-interactionist and dialogical perspectives of mother tongue teaching. It analyzes how the guidelines of the Common National Curricular Base for Portuguese Language, organized around the axes of reading, text production, orality, and linguistic/semiotic analysis, align with the assumptions of active methodologies. The study explores theoretical possibilities of articulation between different active approaches — such as Project-Based Learning, reading circles, collaborative writing, structured debates, and contextualized linguistic analysis — and the development of communicative competencies among High School students. It also discusses the structural, cultural, and formative challenges for implementing such practices in the Brazilian educational context. The conclusion is that active methodologies constitute a promising path for training critical readers, competent text producers, and subjects who are protagonists of their discursive practices, provided they are supported by adequate public policies and consistent formative processes.

FOREIGN LANGUAGE SUBJECTS (EMI) IN HIGHER TECHNOLOGICAL EDUCATION:

Thu, 11 Dec 2025 00:00:00 -0300

The article aims to present and analyze the experience of Centro Paula Souza (CPS) in implementing courses taught in English and Spanish using the English as a Medium of Instruction (EMI) methodology in technological higher education. Coordinated by the International Relations Office (ARInter), the initiative is part of the institutional internationalization policy and seeks to promote the development of linguistic, intercultural, and professional competencies among students from the College of Technology (Fatecs) and international partner universities of CPS. Based on a qualitative approach, the study discusses the theoretical foundations of EMI and its relationship with curriculum internationalization, pedagogical innovation, and teacher training. It also examines the perceptions of teachers and students involved in the courses, as well as the challenges and potential of the model within the Brazilian context of public technological education. The discussion draws on theoretical contributions from Dearden (2014), Oliveira (2001), Baumvol and Sarmento (2016), among others. The results indicate the strengthening of global competencies and the expansion of academic and professional opportunities for students.

LA VOZ DE LA AUTORIDAD

Thiago — Thu, 11 Dec 2025 00:00:00 -0300

Este artículo analiza las relaciones de saber y poder en el discurso mediático brasileño a través de la trayectoria de Cid Moreira, tomando como base el análisis arqueogenealógico del discurso de Michel Foucault. Se sostiene que su voz, además de un recurso técnico y estético, funcionó como un dispositivo biopolítico legitimador de regímenes de verdad y regulador de subjetividades. El estudio, centrado en la noticia Cid Moreira marcó la TV con la voz más icónica de Brasil (Estado de Minas, 2024), muestra que los medios no sólo informan, sino que también estructuran discursos y definen los límites de lo decible, determinando qué narrativas son legitimadas y cuáles permanecen silenciadas. Desde los conceptos foucaultianos de enunciado, formación discursiva, dispositivo y biopoder, se revela que la voz de Moreira operó como tecnología de poder simbólico que articuló credibilidad, emoción y obediencia social bajo una aparente neutralidad periodística. En conclusión, los medios, entendidos como dispositivo biopolítico, moldean subjetividades y reproducen mecanismos de poder.

AUTONOMY IN LANGUAGE LEARNING: AN INICIAL REVIEW

Tiago Rebecca — Thu, 11 Dec 2025 00:00:00 -0300

This work highlights autonomy as a necessity in a globalized society, which demands the ability to learn, adapt, and make informed decisions. This work addresses the relevance and complexity of autonomy in the teaching and learning of foreign languages in contemporary society, marked by globalization and technological evolution, tracing the origins of studies on autonomy in language teaching from the 1970s onward, driven by the emergence of the communicative approach. With the aim of reviewing the literature, the work focuses on the contributions of prominent researchers such as Phil Benson (1997, 2007), Vera Lúcia Menezes de Oliveira Paiva, and Junia de Carvalho Fidelis Braga (2006, 2008). In conclusion, the study reinforces that autonomy involves psychological, behavioral, and social issues. Rigorous research on the topic is crucial to investigate the manifestation of this complexity in different contexts and to determine the most effective pedagogical strategies. Understanding autonomy as a complex system is fundamental to developing more competent, critical, and independent learners, which is essential for linguistic and personal development throughout life.

ENGAJAMENTO E INTERATIVIDADE NO ENSINO DE FIGURAS DE LINGUAGEM: UMA PRÁTICA COM PADLET E KAHOOT NO ENSINO MÉDIO TÉCNICO

Aurea Sílvia Amaral Marques Silva — Thu, 11 Dec 2025 00:00:00 -0300

This article, in the form of an experience report, describes the application of a teaching sequence for teaching the content ‘figures of speech’, using the digital tools Padlet and Kahoot, with first-year high school students in the Technical Course in Legal Services, in the Portuguese Language curriculum component. The pedagogical proposal sought to combine the study of grammatical theory with practice in a contextualized way, using popular Brazilian music as the main object of analysis. The active methodology, based on gamification and digital collaboration, aimed to increase student engagement, promote the development of multiliteracy, and demonstrate the relevance of figures of speech for the construction of meaning in different textual genres. Preliminary results indicate a significant increase in student participation and interest in the content, transforming the classroom into a more dynamic and interactive environment.

PORTUGUÊS NO ENSINO SUPERIOR TECNOLÓGICO: CAMINHOS NO CURSO DE JOGOS DIGITAIS

SILVIA APARECIDA JOSÉ E SILVA — Thu, 11 Dec 2025 00:00:00 -0300

This article analyzes two pedagogical approaches to teaching Portuguese in the undergraduate program in Digital Games (DG), focusing on the specific professional demands of the field. Teaching this subject in the program is challenging, as the course lies at the intersection between technical knowledge and art. Portuguese is often regarded as less relevant than technological skills. However, its importance is justified by the professional’s need to produce technical documents such as the Game Design Document (GDD), to develop coherent narratives, and to engage in critical reading. Two main activities were developed with second-semester students: (1) the analysis and rewriting of a dialogue generated by Artificial Intelligence (AI), focusing on the concepts of linguistic variety and localization; and (2) the reading of an article on GDDs, followed by the creation of a one-page GDD (One Sheet). The results indicate that students mobilized different linguistic skills, demonstrating that it is possible to align the discipline with the real demands of the game developer.

A FORMAÇÃO DO PROFESSOR DE LÍNGUAS: PERSPECTIVAS FORMATIVAS

NATALIE NARA MASTRANGI GOES, Adair Mendes Nacarato — Thu, 11 Dec 2025 00:00:00 -0300

This article discusses the education of English language teachers in higher technological education, focusing on the formative experiences of three professors working at a Faculty of Technology located in the countryside of São Paulo State, Brazil. The investigation is qualitative in nature, with a theoretical-reflective and narrative approach, grounded in the historical-cultural perspective, Bakhtin’s circle, and the biographical method. The study aims to understand how the academic and professional trajectories of these professors reveal formative processes in language teaching, articulating personal, pedagogical, and institutional dimensions. The adopted methodology is based on the (auto)biographical approach, focusing on the documentary analysis of narratives found in reflective memoirs, curricula, institutional documents, and records of formative practices of the participating professors. This methodological choice enables the interpretation of teaching trajectories through the meanings produced in their writings and formative paths, allowing for the identification of movements of identity construction and professional development. It is expected that this study will contribute to the understanding of teaching in higher technological education as a space for continuous formation, dialogue between theory and practice, and the articulation of technical, pedagogical, and human knowledge.