English language teaching education: a complex-discursive view in the contemporaneity

Abstract

This article aims at discussing how English language teaching undergraduate courses in modern times can deal with information and communication technologies, as they have (re) organized and changed patterns in people’s routine. With this in mind, it was considered the paradigm adopted by undergraduate courses, more specifically, English Education, in order to propose a critical reflection on what English language teaching practices have been prioritized and legitimized in English language teaching undergraduate courses. Thus providing a complex-discursive view, considering the notion of language and discursive practices arising from technology based on the studies by Lankshear and Knobel (2011) and Bakhtin (1999). In this work, Complexity Theory, as Morin (1998) proposes, served us as a lens or way of looking and perceiving, enabling us to interpret the various actions about the world and life, both facing the greatest adversity of the contemporary world: the fragmentation of human, scientific and technological knowledge.