learning technologies; language education; digital literacy; lifelong learning; teacher education.


The COVID-19 Pandemic has affected the education sector around the world and forced teachers to adapt their teaching to an online model in a short span of time. This study critically compares and reviews teachers' perspectives regarding online teaching, with an emphasis on their experiences after the COVID-19 pandemic hit. Our main objective was to assess the effect of the pandemic on language teaching practice and its impact on the use of distance learning technologies in different educational settings. A combination of quantitative and qualitative approaches was used in the data analysis, linking literature review on technology in language education with data collection using a survey sent to teachers from different countries via social media. Findings of this study provide implications for the implementation of communities of practice for teachers, including intentions to implement digital literacy in teaching, as well as the development of a lifelong learning mindset amongst teachers. Future research should focus on the construction and implementation of online communities of practice for teachers where the adoption of new technologies and lifelong learning are included in their educational practices.


BARDIN, L. Análise de Conteúdo. Trad. Luís Antero Reto. São Paulo: Edições 70, 2016.

BROOKFIELD, S. (1985/1991). Understanding and Facilitating Adult Learning. San Francisco: Jossey-Bass.

CANDY, P. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco, CA: Jossey-Bass.

CASARIN, H. C. S.; CASARIN, S. J. Pesquisa científica da teoria à prática. Curitiba: InterSaberes, 2012.

COSCARELLI, C. Ensino de língua: surtos durante a pandemia. In: Ribeiro, Ana Elisa; Vecchio, Pollyanna de Mattos. Tecnologias Digitais e Escola: reflexões no projeto Aula Aberta durante a pandemia. São Paulo: Parábola Editorial, 2020a.

COSCARELLI, C. Digital Literacy and Multimodality: an interview with Professor Carla Coscarelli in Pandemic Times. Palimpsesto, Rio de Janeiro, v. 19, issue 34, p.3-37, Sep-Dec. 2020b.

DUNLAP, J. C. Changes in students’ use of lifelong learning skills during a problem-based learning project. Performance Improvement Quarterly, v. 18, issue 1, p. 5-33, 2005. Available at: https://onlinelibrary.wiley.com/journal/19378327. Access on: Sep. 04, 2021.

DUNLAP, J.C., & GRABINGER, R.S. (2003). Preparing students for lifelong learning: A review of instructional methodologies. Performance Improvement Quarterly, v. 16, issue 2, p. 6-25. Available at: https://files.eric.ed.gov/fulltext/ED409835.pdf. Access on: Sep. 04, 2021.

DUNLAP, J. C., & LOWENTHAL, P. R. Learning, unlearning, and relearning: Using Web 2.0 technologies to support the development of lifelong learning skills. In: IT policy and ethics: Concepts, methodologies, tools, and applications, p. 170-193. IGI Global, 2013.

DUNN, E. Life Through Learning; Learning Through Life, The Lifelong Learning Strategy for Scotland: Summary (p. 3).The Scottish Government, 2003. Available at: http://www.scotland.gov.uk/Resource/Doc/47032/0028820.pdf. Access on: Sep. 04, 2021.

FETTERMANN, J. V. Lições da pandemia para a educação brasileira. Proceedings of Congresso Nacional Universidade, EAD e Software Livre, v. 2, issue 11, 2020a. Available at: http://www.periodicos.letras.ufmg.br/index.php/ueadsl/article/view/17663/1125613642. Access on: Aug. 22, 2021.

FETTERMANN, J. V. Redesign como teoria de ensino voltada para os multiletramentos na formação de professores de inglês. Dissertation (Doctorate in Cognition and Language) – Universidade Estadual do Norte Fluminense Darcy Ribeiro. Campos dos Goytacazes, 2020b.

FLORES, M. A. Preparing teachers to teach in complex settings: opportunities for professional learning and development. European Journal of Teacher Education, v. 43, issue 3, p. 1-4. May 2020. Available at: https://www.tandfonline.com/doi/full/10.1080/02619768.2020.1771895. Access on: Aug. 28, 2021.

HANCOCK, V. Information literacy for lifelong learning. 1993. Available at: https://files.eric.ed.gov/fulltext/ED358870.pdf. Access on: Sep. 9, 2021.

HILDEBRAND, D. S. The powerful benefits of lifelong learning. Winnetka, California; USA, 2008. Available at: http://www.officearrow.com/training/the-powerful-benefits-of-lifelong-learning-oaiur-861/view.html. Access on: Sep. 05, 2021.

HORN, M. B.; STAKER, H. Blended: usando a inovação disruptiva para aprimorar a educação. Porto Alegre: Penso, 2015.

JARVIS, P. Towards a Comprehensive Theory of Human Learning. London: Routledge, 2006.

KNOWLES, M. Self-directed learning: A guide for learners and teachers. New York: Association Press, 1975.

LAVE, J.; WENGER, E. Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press, 1991.

MASCLE, D. No Adult Left Behind: 5 Big Benefits of Lifelong Learning. Article Alley, UK, 2007. Available at: http://deannamascle.articlealley.com/no-adult-left-behind-5-big-benefits-of-lifelong-learning-139607.html. Accessed on: Sept. 05, 2021.

NORDSTROM, N. M. & MERZ, J. F. (2006). Learning later, living greater; the secret for making the most of your after -50 years. Colorado; USA, Sentient Boulder CO Publishing.

RIBEIRO, A. E. Por que gosto da experiência do ensino remoto? Revista Ponte. Available at: https://www.revistaponte.org/post/por-que-gosto-experi-ensino-remoto?ltclid=b01763f3-79cd-451b-9399-4ac20cff7904. Access on: Aug. 21, 2021.

VALENTE, J. A. A sala de aula invertida e a possibilidade do ensino personalizado. uma experiência com a graduação em midialogia. In: BACICH, Lilian; MORAN, José. Metodologias ativas para uma educação inovadora: uma abordagem teórico-prática. Porto Alegre: Penso, 2018, p. 77-108.

PEACOCK, M. Foreword. In: MOTTERAN, G (ed.). Innovations in learning technologies for English language teaching. London: British Council, 2013.

POND, W. K. Lifelong Learning - The Changing Face of Higher Education. E-Learning Summit: La Quinta Resort, CA, USA, 2003.

REDDY, P.; SHARMA, B.; CHAUDHARY, K. Digital literacy: a review of literature. International Journal of Technoethics, v. 11, issue 2, July/December 2020. Available at: https://www.igi-global.com/gateway/article/full-text-html/258971&riu=true. Access on: Aug. 21, 2021.

RIBEIRO, A. E.; VECCHIO, P. de M. Tecnologias Digitais e Escola: reflexões no projeto Aula Aberta durante a pandemia. São Paulo: Parábola Editorial, 2020.

TANG, C. M.; CHAW, L. Y. Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment? The Electronic Journal of e‐Learning, v. 14, Issue 1, 2016, (pp54‐65). Available at: https://files.eric.ed.gov/fulltext/EJ1099109.pdf. Access on: Aug. 21, 2021.




Como Citar

FETTERMANN, J.; GOMEZ, L. TEACHING PERSPECTIVES AND EXPERIENCES DURING THE COVID-19 PANDEMIC. Anais do Encontro Virtual de Documentação em Software Livre e Congresso Internacional de Linguagem e Tecnologia Online, [S. l.], v. 10, n. 1, 2021. Disponível em: https://nasnuv.com:443/ojs2/index.php?journal=CILTecOnline&page=article&op=view&path[]=936. Acesso em: 27 mar. 2023.