Thirtieth International Conference on Learning

Abstract

The current world, marked by ubiquitous learning and guided by different types of algorithms, is resignifying how topics of social interest shape popular imagination. Inevitably, the educational environment is one of the places for negotiations of knowledge produced in the digital world, which is influenced by the perspective presented by algorithms. Based on this premise, this study discusses how algorithms have impacted English language teaching and pedagogical praxis, perpetuating colonialities, as well as the role of digital literacies in this scenario. For this purpose, this qualitative interpretive research embedded in the field of Applied Linguistics included the following steps: a) review of bibliographic references on decoloniality, digital literacies, and algorithms; b) reading and triangulation of references; and c) critical analysis of the theoretical material. Through the studies, we noticed that the topics are intertwined, as teaching practices have been permeated by colonial agendas conveyed through algorithms, generating new identities and reconfiguring pedagogical practices based on the colonialities disseminated by them. Thus, there is an urgent need for in-sevice teacher education based on digital literacies, as it can significantly contribute to the transgression of colonialities conveyed through algorithms in online networks, allowing other voices to be heard, marked, and recognized.