As The Intersections of Teacher Beliefs in the Accessibility of Portuguese as an additional language (PAL) Teaching in Virtual Environments.

Resumen

Abstract

This study investigates Portuguese as an additional language (PAL) teaching in the remote learning context, focusing on the socio-economic and technological implications of digital inclusion. The aim is to critically analyze the challenges and opportunities of this teaching modality in the Brazilian scenario. Using a thematic analytical qualitative approach, based on Savin-Baden and Major (2013), Pischetola (2016) among others, data from specialized literature. The results indicate that the promise of democratizing remote learning faces significant obstacles, mainly due to inequalities in access to and use of ICTs. The conclusion is that for PAL teaching via distance learning to achieve its transformative potential, a multifaceted approach is needed that considers not only technological access, but also digital literacy, methodological adaptations to local realities and educational policies that address structural inequalities.

Keywords: Digital Inclusion; PAL (Portuguese as an Additional Language); Remote Education (DE).