Navegando entre mudanças e continuidades nas formas de interações em sites para o aprendizado de língua inglesa

Abstract

In recent decades, communication, production, and learning practices have been gradually redefined by the advancement of digital technologies, without, however, eliminating the use of traditional artifacts. In this context, websites have begun to incorporate, in digital format, proposals that were previously materialized in physical supports such as books, worksheets, and handouts, creating new forms of interaction with content while coexisting with printed resources still present in pedagogical practices. This research investigates the changes and continuities in forms of interaction promoted by English language teaching websites between 2004 and 2025, focusing on the platforms Breaking News English, ISLCollective, and LearnEnglish Kids. The study is linked to the Graduate Program in Education at the University of Caxias do Sul (PPGEdu-UCS), within the research line ?History and Philosophy of Education,? and adopts a historical approach grounded in the perspective of cultural history, based on the assumptions of Chartier (2002). The selection of websites considers their distinct origins: one created by a teacher, another by a community of educators, and the third by an international public institution. The research corpus consists of archived versions of these websites, accessed via the Wayback Machine and analyzed using the content analysis methodology proposed by Bardin (2020).The theoretical framework is based on the works of Vygotsky (2007), especially the concepts of mediation, interaction, and the Zone of Proximal Development, as well as the contributions of Harmer (2007) and Scrivener (2005), who discuss the integrated development of language skills. Harmer also emphasizes learner engagement as a key aspect of the language learning process. The results show that, over two decades, the websites maintained certain pedagogical structures and forms of mediation, especially through instruments and symbolic signs. Social interactions, although less frequent, were also reconfigured with the evolution of the web, revealing both continuities and transformations in digital teaching and learning practices. It is concluded that the analyzed websites function as cultural artifacts that reflect historically situated ways of teaching and learning. This research contributes to the fields of digital culture, language education, and the history of education by offering a historical reading of interactive practices in virtual environments. [resumo fornecido pelo autor]