ENGLISH LANGUAGE IN PUBLIC SCHOOLS

AUGMENTED REALITY APPS AND SOCIAL LANGUAGE PRACTICES

Authors

DOI:

https://doi.org/10.32748/revec.v10i25.19983

Keywords:

augmented reality, English language, social language practices, Sergipe

Abstract

English teaching, historically centered on structural paradigms, faces challenges with the rise of digital technologies in social interactions. Augmented reality, by integrating virtual elements into real environments, offers transformative potential. In this sense, this paper explores the integration of augmented reality in English language classes. Based on teacher plans from Sergipe, data from a teacher training course held in 2021 is analyzed using Freeman's (1998) Teacher Research. The results highlight the potential of augmented reality in public English teaching, emphasizing the importance of teacher training courses in the effective implementation of educational technologies.

Downloads

Download data is not yet available.

Author Biographies

Anthony Sátiro de Araújo, Federal University of Sergipe

Master's student in Education at the Postgraduate Program in Education (PPGED) of the Federal University of Sergipe (UFS) - in progress, under the guidance of Prof. Dr. Paulo Roberto Boa Sorte Silva (PPGED/DLES/UFS). He is currently an English teacher in the private municipal network in Aracaju, Sergipe, and a member of the TECLA - Technologies, Education and Applied Linguistics (UFS/CNPq) study and research group. He has a degree in Portuguese - English (Full Degree) from the Federal University of Sergipe (UFS - 2024). During her undergraduate studies, she worked for 18 months as a volunteer resident in the Pedagogical Residency Program (PRP), under the guidance of Prof. Dr. Juliana Pereira Souto Barreto (DLES/UFS) and was a CNPq scholarship holder through the Institutional Scholarship Program for Scientific Initiation (Pibic), where she worked on the development of two research projects, under the guidance of Prof. Dr. Paulo Roberto Boa Sorte Silva (PPGED/DLES/UFS). She has experience in the areas of Literature and Education, working mainly in the line of research Technologies, Languages and Education, with an emphasis on artificial intelligence, augmented reality, applied linguistics and English teaching and learning.

Paulo Boa Sorte, Federal University of Sergipe

Associate Professor in the Department of Foreign Languages (DLES) and Permanent Professor in the Postgraduate Program in Education (PPGED) at the Federal University of Sergipe (UFS). He has a degree in Portuguese-English Literature from UNEB (2003), a specialization in English Teaching from UFMG (2006), a Master's degree in Education from UFS (2010) and a PhD in Applied Linguistics and Language Studies from PUC-SP (2014). She completed post-doctoral internships at Unicamp (2016), the University of Michigan (2017), with a FULBRIGHT scholarship (Junior Faculty Member) and the University of Miami (2019-2020). Leader of the TECLA - Technologies, Education and Applied Linguistics study and research group and of the International Artificial Intelligence Research Center [AI Worldwide: Education, Language and Society], which brings together more than 25 researchers from 12 countries, with representation from all continents.

Capa da revista volume 10, número 25 de 2024.

Downloads

Published

2024-10-14

How to Cite

ARAÚJO, Anthony Sátiro de; BOA SORTE, Paulo. ENGLISH LANGUAGE IN PUBLIC SCHOOLS: AUGMENTED REALITY APPS AND SOCIAL LANGUAGE PRACTICES. Revista de Estudos de Cultura, São Cristóvão, v. 10, n. 25, 2024. DOI: 10.32748/revec.v10i25.19983. Disponível em: https://ufs.emnuvens.com.br/revec/article/view/19983. Acesso em: 19 apr. 2026.

Issue

Vol. 10 No. 25 (2024): DOSSIÊ: LINGUAGEM, EDUCAÇÃO E SUSTENTABILIDADE: INTERSECÇÕES E PRÁTICAS PARA OS OBJETIVOS DO DESENVOLVIMENTO SUSTENTÁVEL DA AGENDA 30 DA ONU

Section

Dossiê

License

Creative Commons License
A REVEC utiliza a Licença Creative Commons CC BY 4.0, que permite aos licenciados copiar, distribuir, exibir, executar e criar obras derivadas, desde que seja atribuído o devido crédito ao autor ou ao licenciador.
A revista reconhece que os autores mantêm os direitos autorais sobre suas produções, mas é necessário que concordem em conceder à REVEC o direito de primeira publicação. Além disso, os autores devem estar cientes de que:

  • Em qualquer publicação posterior, seja em repositórios institucionais, capítulos de livros ou outras produções derivadas, deve ser indicado o crédito à publicação original na REVEC.
  • É permitido e incentivado que os autores publiquem e distribuam seus trabalhos online (por exemplo, em repositórios institucionais ou páginas pessoais) antes ou durante o processo editorial, pois isso pode gerar melhorias no texto e aumentar o impacto e a visibilidade da pesquisa publicada pela revista.