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As we consider the Tourism an area of great marketing and social importance for our country and that is rapidly developing, we understand that the scientific studies are needed and contribute to the understanding of this area. This work aims to illustrate the proposal of a bidirectional bilingual vocabulary based on and guided by the corpus for Tourism from one of its sub-areas, the Business and Events Tourism. It is important to highlight that all necessary procedures for the creation of this vocabulary are illustrated in the methodology and can be extended to the various sub-areas of Tourism. But before the methodological demonstration, we also highlight the theoretical foundations that we consider fundamental to the production of this vocabulary, such as: the Communicative Theory of Terminology from Cabré (1995, 2014); the field setting and types of lexical works from Barbosa (1990, 2001); studies from Krieger and Finatto (2004) on Terminology; Fromm´s thesis (2007) that works to build electronic vocabularies for translation apprentices and the theoretical principles of Corpus Linguistics from Berber Sardinha (2004) and Teixeira (2008), besides the contribution of other authors who have enriched the work. All the methodological process describes in details the creation of the Tourism Domain Tree (a kind of concep map), motivational and of genuine Brazilian basis; the Corpus Linguistics as a methodology for collecting and processing data via WordSmith Tools suite and how is the inclusion of data on the terminology records from VoTec´s platform, which works with management of online terminology (http://www.pos.voteconline. com.br/; Fromm 2007), for the construction of the terms definitions. Subsequently, the analysis of the above procedures is reflected together with the final result, which is the term ready to be published online.

La motivation est considérée comme une composante très pertinente dans l'apprentissage de chaque discipline. Des recherches sur l'apprentissage et la motivation dans le contexte de la langue française au Brésil, surtout médiée par la technologie, sont peu nombreuses. Ainsi, cette étude, d une approche qualitative, a comme proposition l enquête sur la motivation des apprenants de français langue étrangère dans le processus d'enseignement et d'apprentissage à l'aide d'une plateforme d'apprentissage virtuelle (Edmodo) comme un appui aux cours. La recherche vise à examiner comment le contexte influe sur la motivation des apprenants de langue française. L'enquête a été menée dans une classe d un Centre de Langues d'une université publique à l État de Minas Gerais. Les participants étaient au nombre de 15 élèves. La plupart d entre eux étaient à l université. Pour le recueil de données, nous avons choisi d utiliser un questionnaire répondu par des étudiants débutants et des journaux de réflexion écrits par les apprenants, sur les classes, tout au long du semestre. En outre, nous avons observé la participation des étudiants sur la plateforme Edmodo. Nous avons enregistré aussi nos impressions sur les classes sous la forme de journaux réflexifs oraux qui ont été écrits par moi, après chaque cours. En ce qui concerne les données secondaires, nous avons consideré mes plans d activités du cours et les productions des apprenants sur la plateforme Edmodo. Pour le développement de cette recherche, qui est en cours, nous nous appuyons à des travaux sur la motivation (GARDNER; LAMBERT, 1972; DÖRNYEI, 2001; VIAU, 2004) et les environnements d'apprentissage médiatisés par l ordinateur (WASCHAUER, 1996; KELLER, 2008). L analyse des données révèle que la motivation initiale des élèves à apprendre la langue française était grande parce qu'il y avait une attente de succès dans l'apprentissage, la curiosité et, aussi, des facteurs extrinsèques et intrinsèques, tant instrumentaux que d'intégration conduisant la motivation à apprendre la langue étrangère en question. L utilisation de la plateforme virtuelle Edmodo a influencé positivement la motivation des apprenants puisqu à partir des rapports des étudiants dans les journaux réflexifs, dans le questionnaire final et basé sur le nombre de participations aux activités produites dans l'environnement virtuel, nous comprenons qu'il y a eu de l effort et de la satisfaction des apprenants en ce qui concerne les activités proposées, ce qui montre que la motivation des étudiants a été maintenue tout au long du parcours. Des facteurs liés aux caractéristiques de l'environnement virtuel et les activités proposées ont impactés de façon positive sur la vie quotidienne de l enseignant et des apprenants en classe, vu que le cours de langue française a proposé l interaction, la collaboration, l hibridisme. Nous comprenons que l utilisation de la plateforme ont rendu possible un apprentissage plus significatif de la langue française aux apprenants, dû à l offre de divers ressources dans l intention de les stimuler à apprendre, en éveillant et en soutenant leur motivation.

This paper investigates the usage of topic in spoken Brasilian Portuguese, considering it as the constituent on the left of the sentence. To carry out the analysis, we chose the proposal of Callou et alii (1993), which considers the topic lato sensu constructions. The aim of our project is to verify how this phenomenon is used, and to observe if the presence of topic either favors or not the occurrence of lexicalized subject in the sentence. In order to do so, an investigation of topic as well as subject structures was carried out, bearing in mind during the analysis, linguistic and extralinguistic factors such as social class and age group. The corpus used to develop the research consisted of 45 interviews carried out with adult speakers from the city of Uberlândia (MG), from both sexs. The analysis showed that in spite of the little presence in the language, all the informers, irrespective of the social class, age group, used the topic structure, confirming our main hypothesis. In regards to the constructions of the topic lato sensu it was noticed that the Dislocation for de left (DE) is more used than Topicalization (TOP). This fact doesn t confirm our hypothesis but confirms the tendency of Brasilian Portuguese to fill all the empty categories, as already mentioned by many researches. Furthermore, according to the theory of Labovian Sociolinguistics and Parametric Sociolinguistics, in which we based this paper, it was possible to conclude that presence x absence of topic lato sensu constructions, in the sentence, is a process of variation, not a process of linguistic change.

Films are art, language and symbolic materiality. As a kind of language, films get their meanings in history, as discourse. As a kind of discourse they relate to the socio-historical context and as a language they reverberate, change and spread. We analyze the film trilogy The Lord of the Rings as a piece of work an artistic production - that can be considered, according to NECKEL (2010), as a sample of the artistic discourse. We consider the theoretical framework of the Franco-Brazilian Discourse Analysis, mainly of authors such as Pêcheux (1969, 1975), Orlandi (2005) and Neckel (idem), to analyze our corpus. We aim to findthe discursive regularities that operate in the filmic narrative. Along the trilogy, we analyze the repetition of the focus of the camera in the eyes of some characters, resulting in what we see is ocularcentrism, and also of the discourse of hope by some characters.

On this dissertation, we decided to choose American discourse resources to be part of our analysis about the representations of Brazil in the USA (United States of America) in 2012 and 2013. In order to achieve our objective, we chose two different analysis resources: the speech of American ETAs (English Teacher Assistants) at the Federal University of Uberlândia in 2014 and also the news about Brazil and its different characteristics. This research considers that the economic and political aspects of a country interfere on the way the country is represented in a global scenario. In fact, the economy growth, in many cases, is what makes it possible the construction of an imaginary about a country which was barely spoken about before. Therefore, the dissertation considers the period that Brazil still supports a representation of emerging nation abroad as its discourse object, and problematizes the discursive movements which follow the image of Brazil from a third world country to an emerging economy. The theoretical approach to develop the research is the French Discourse Analysis (FDA), because we believe that the FDA field can bring about questions about politics, economy and society, derived from its theories and the discourses produced by the subjects. Hence, the FDA is not only a simply field that concerns language issues, but it is also a field of knowledge that problematizes issues about the subject and how he or she inscribes him/herself in language. The hypothesis that raised our interest in investigating the representation of Brazil came from the fact that, under the influence of journalistic discourse, the ETAs discursive memory is built by old stereotyped conceptions of Brazil and new conceptions, like the ones of a country in development. For that reason, Brazil supports an image of being in suspension. In this way, the research s interests were to find out the representation of Brazil on the ETAs speeches, as well as analyse the effects that this speeches raise about Brazil. Futhermore, it was important to research the representations on the journalistic discourses in the period it was analyzed. It was also important to understand how the discourses work within the representations and if it is possible to recognize the interdiscursivity between the representations of Brazil on the news and on the ETAs speeches. The analysis was focused on detecting the representations on the corpus, discussing its discursive operation in order to point out new possible conceptions of Brazil on the ETAs discursive memory. We aim to investigate the extent of a discursive memory of Brazil in relation to journalistic discourses about the country, understanding to what extent the discursive memory of Brazil is constituted be the journalistic discourse.

This dissertation deals with the variation between the conditional and the pastimperfect indicative in conditional sentences beginning with the conjunction "if". The usage of these verb tenses alternate with simple verb constructions and verbal locutions. The author aimed to detect whether the verb forms actually alternate and the factors that determine which verb forms should be used. For the purpose of this work,linguistic factors have been analysed: size of constructions, order of sentences and formal parallelism. Besides, extra-linguistic factors such as social class and age group have also been investigated. The researcher worked with a corpus that represented the language spoken in Uberlândia, Brazil. This corpus was composed by 45 interviews with adult speakers from the city mentioned previously. The perspective of Labovian Sociolinguistics (Theory of Variation) and Parametric Sociolinguistics conducted the methodology of the research. This study shows that the past imperfect indicative is mostly used among low class and the formal parallelism favours one of the verb forms analyseds.

The main objective of this master‟s degree dissertation is to understand the development of practical-professional knowledge during my work as a tutor teacher. The specific objectives were: (a) narrate and problematize the experiences lived in my job as an on-line tutor in the PROEJA course and (b) discuss the development of my practical-professional knowledge during the work as an on-line tutor of PROEJA. The context of this research was a post-graduation course called Integrated Professional Education and Elementary Education for Young People and Adult Learners (PROEJA acronym in Portuguese), henceforth named PROEJA, focused on the education of teachers to be who would work in Young People and Adults Education (EJA acronym in Portuguese). I was a participant and a researcher in this research. I worked with the issue of practical-professional knowledge development and practical-personal, I approached the concepts of tutor and tutoring and some legal aspects of Distance Education (Ead acronym in Portuguese). I carried this research considering the narrative inquiry theory and methodology by Clandinin & Connelly (2000; 2011). I found support in the theory of Dewey (1938; 2011) which points at the experience as a theoretical way to do research, considering as principals the interaction and continuity. The analysis of the field texts was done through the perspective of making meaning, as approached by Ely; Vinz; Downing; Anzul (2001). After narrating living experiences as a teacher (tutor) and after making meaning of these experiences, I noticed that there is a need for thinking about the development of practical-professional knowledge of tutor teacher , the appreciation of this knowledge and the role that it has in the context of distance education.

This dissertation aims at investigating to which extent the existence of the computer lab of the Programa Nacional de Informática na Educação might facilitate the inclusion of Internet in English classes at the investigated public school. The participants of our research were the 7th graders of a public school in a town located in the region of the Triângulo Mineiro . Our dissertation is an ethnographic research which uses the perspective of the qualitative paradigm, and proposes to verify whether the inclusion of technology seen in the above mentioned laboratory, through the use of the website kidlink, is able to stimulate the participants in interactions via e-mail with foreign keypals, to develop possibilities of writing in the target language. We take as our theoretical reference the discussions about intercultural interactions via e-mail in the vision of Yu and Yu (2002), the institutional documents Parâmetros Curriculares Nacionais de Língua Estrangeira para o Ensino Fundamental and Proposta Curricular de Inglês da Educação Básica de Minas Gerais , and the works of Almeida Filho (2005), Celani (2003), Freire (2002) and Moita Lopes (1996), among others. English classes were observed and an initial questionnaire was applied to both the students and the teacher. After being singled out, the students participated in activities through the website kidlink and occurrences of e-mail exchange between the participants and a north-american teacher were recorded and analyzed. Messages, the researcher field notes and a final questionnaire applied to the participants were also analyzed. The results indicate that even in a small environment, limited by institutional and operational difficulties, it is possible to apply the existing technology as a support to the learning of English, in an inclusive way. The final considerations suggest that the public school and its teaching staff should create appropriate conditions to the inclusion of computational technologies and Internet in English classes, since the activities done with the students signal evidences that point to the motivational role that the virtual context might play in the learning of English at the public school, which goes beyond the teaching of reading. In spite of the fact that we have analyzed only a small sample, and even realizing the underuse of the computer lab, it is possible to conclude that the exchange of significant messages via keypals might contribute to the development of writing production possibilities in the context of English teaching and learning at the public school.

From the second half in 20th century, before of the innovations tecno-scientific happened, the world has just seen a large dynamism of the language. This linguistics productivity, created form the man to express and denominate concepts, objects and different knowledge specialization camps, occurs notoriety in the sciences universe and at the distinct professional activities. The science and technology advance requires new denominations to discoveries and innovations that if augment. In this context, the Terminology starts to integrate a development and consolidation universe for the scientific and linguistic knowledge. Despite of the expansion at terminology units at the present time, the terminology practice is not so recent as if it imagine. The Terminology constitutes a knowledge camp that understands a double face, theoretical and practice, directed to the elaboration of terminology products. Situated at the Terminology camp, the research that we develop had as objective the collection and analysis of specialized units of meaning (USE) aiming to show at the end, the macrosculpture that that could be in the future the nomenclature of a Geography school dictionary directed to students of the four last series of basic education. Form the evidence of the scarcity of similar works at Portuguese Language destined to scholars, became important this task, a time that the theoretical dictionary is consolidated as the main instrument in the storage and the recovery of scientifics facts, as a communication vehicle between specialists and community in general. The Communicative Theory of Terminology was used as theoretical methodological support, a time that if shows the best theory for the theoretical proposal and the terminological written praxis.

The objective of the present research was to draw the profile of the students that try the university entrance exam at Universidade Federal de Uberlândia, Minas Gerais, discriminating and classifying the problems of local coherence, found in their compositions, according proposal of Van Dijk (1981) and Van Dijk and Kintsch (1983). The research examined a sample of 300 texts, chosen at random, with notes varying between 0 and 10, which had been corrected and had their flaws were quantified and classified, inside of a total of 19 criteria, distributed inside between four groups, to know: pragmatic incoherences (ambiguities; contradictions; flaws regarding the "situation" (appeal to the sentimentality, to the dialogue, for example); fails as for the degree of information; clarity lack in the exhibition of ideas; lack of continuity of the ideas; escape to the verisimilitude; inconsistent argument; escape to the proposed theme; passages that favor no-authorized inference; flaws in the argument / idea no developed), syntactic incoherences, stylistic incoherences and semantic incoherences. The quantitative and qualitative analysis of the results pointed that the producing of texts present larger difficulty as for the pragmatic aspect (50,2% of the flaws), in other words, they have difficulties to make themselves to be understandood by clear and objective constructions, linked to the proposed theme, which would take the reader to a conclusion, in defense or against a given idea. The investigation still showed that a great part of the students has difficulties in applying the grammar in the texts that they produce, what carted 29,1% of flaws as for the syntactic aspects. After the analysis and the discussion of the obtained data, we understood that the students that try the university entrance exam do not have satisfactory domain in the production of texts, as for the application of textual procedures and grammatical knowledge. Therefore, they do not associate semantic, pragmatic, stylistic and syntactic aspects.

The contact with students of basic education in public schools led us to notice that these students, generally, enunciate the English language in a contradictory way. At the same time that they don t feel motivated with the lessons of English language at the school where they study, the same students circumscribe their saying in discourses of exaltation to the English language. The way as the contact with the English language in the context of public school happens is not enough a capable condition to promote a learning considered satisfactory. However, from this contact senses and representations are produced about the English language. Such representations are raised by the discourses that circulate in the historical and social space and they are present in the imaginary of these students, producing in some way, effects in their subjectivities and leading them to circumscribe their saying in a discoursive way in these discourses. The focus of our work is to try to understand this contradiction in student s saying: how does the student exalt a language which he or she practically does not have contact? We carried out interpretative and descriptive analysis of the corpus, made up of interviews half-structuralized with students and teachers of English language of the public school objectifying to investigate the role of the student s imaginary on the English language in the constitution of the subjectivity. The interdiscourse related to the status of the English language in the world and to the politics of education of foreign language contributes to explain the contradiction of the students saying, therefore if interdiscourse shows respect to the deriving discourses of different places and different ages, it is inferred from there that the student s discoursive production contains contraditions.

This research s general aim is the working out of a proposal of didactic grouping for teaching Mother Language having in view groups of Educação de Jovens e Adultos (EJA), second segment of Ensino Fundamental. This work is based on the concept of speech genre, proposed by Bakhtin (1979), on Vygostskian theories of development and learning and also on didactic and conceptual considerations worked out by Dolz & Schneuwly (2004). We aim to investigate what speech genres are socially surrounding EJA groups and also verify their applicability as teaching object. For such work we used a data survey questionnaire, answered by students in EJA groups, second segment of Ensino Fundamental, enrolled in three schools in Uberlândia two municipals and a federal one. The results have been tabulated and we have made a qualitative and interpretative analysis. The data have confirmed the applicability of genre to this teaching modality and have made clear that there are no specific genres to work with young and adult people. The most necessary is choosing what skills and competences we want to develop or to broaden with our students. Therefore, we defend a teaching inserted in a sociointeractionist perspective of language which makes possible the full development of citizenship and the effectiveness of social inclusion.

This work searched reflection about the insertions of Loan Words from English language of Computing area in the Aurélio XXI dictionary. The theoretical model elected for the organization and analysis of the lexical units colected for us considered Guilbert (1975), Biderman (2001), Alves (1994) and Carvalho (1984). So, with teh aim of verify neological stage the lexical units are, as well, criterias for their insertion. After collecting of new words, which appear as portuguese units and as loan words. We have noticed a lack of criterias related to the insertion of units from an specilized area in a general language dictionary, what brings us the question of lexicographic production in Brazil do not count on established criterias and neither a language politics which deserves attention from studious and authorities. In the light of lexicography and lexicology we pointed out some incoherences in the organization of macro and microstructure of the work in study.

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The present research aims to carry out a survey of the lexicon of Gonçalves Dias in his poetic and theatrical work, in order to build a Glossary of formal and semantic neologisms found there. Thus, our main hypothesis was that in the vocabulary used by Gonçalves Dias, in his poetic and theatrical work, there are neologisms. This statement gives evidence then, of the poet s capacity of creation, according to what Nilce Sant Anna Martins (1988) realized, in the work History of Portuguese Language V. Century XIX, as artist of words, he knew how to well explore the various aspects of the lexical creation. And, during the research, we collected some literary neologisms used in the building of elaborate sentences, which spread in many verses, with multiple unfoldings and justifiable inversions due to metric reasons or emphasis effect. In this way, this work was a selection of nouns, adjectives and verbs, with their respective examples, of the poet from Maranhão. To provide this selection, we had the help of the Folio Views 3.1 program, that is a manager of infobases. In order to analyse the neological character of the lexias found in the work, our base was the theories of Guilbert (1975) and Boulanger (1979) and as our parameter and corpus of exclusion we used two ephoc dictionaries: the Dictionary of Portuguese Language of Antônio de Moraes Silva (1813) and the Contemporary Dictionary of Portuguese Language of Francisco Caldas Aulete (1881). Once the task of extraction and verification is done, we analised the meaning of the words in the context in which they are used , adding encyclopedian notes, that were important so that the definitions could be richer, with new information, being pertinent to the topic. With these criteria, we raised a reasonable amount of neologisms in the work of Gonçalves Dias, confirming then, our hypothesis. We believe that the author knew how to make lexical creation be worth, since the sources of the examples (of Uls) found in the dictionaries did not fit, wholly, his poetic desires. Because of this, he had to create new words, giving them new meanings, to make his work.

The objective of this research was to find out if there is a correlation between the stages of cognitive-appraisal development and text interpretation, according to the theoretical proposal of Kohlberg (1969). In order to fulfill this aim, some theoretic assumptions related to research tendencies in reading; to reading in the Brazilian context, as well as to the cognitive-appraisal aspects involved in reading performance were taken into account. The field of study for this action based research was an English language school. An informative questionnaire and an authentic English Biblical text followed by a post-reading test were used as means of research. In order to evaluate the data, the intellectual reflections on the post-reading test were examined by the collaborators taking into consideration the appraisal indexes established by Kohlberg (1969). The analyses manifested that different levels of appraisal development, such as pre-conventional, conventional and post-conventional were presented by the readers. This suggests that each reader appraises the reading in a different manner and depending on the situation these appraisals can even be contradictory. The results indicate that interpretation depends on the cognitive-appraisal level attained by the reader, as initially expected in the beginning. It was a surprise; however, to discover that interpretation does not depend on the age or experience of the reader. Therefore, it is impossible to establish precise levels of cognitive-appraisal development.

This research had as objective to make a glossary with the neologisms created by Sousândrade in the literary works: Harpas Selvagens (1857) and Harpa de Ouro (1888 / 1889) and to create definitions for the neological words based on the context of these works. To develop this work, the chosen methodological procedure was of the bibliographical research that involved important theories for the development of this dissertation. In this way, based on the foundations of Boulanger s theory (1979), 124 neológicals units were listed and analyzed, between formal and semantic neologism. As theoretical base, were used, also, the concepts formulated by linguists such as Guilbert (1975), Rey (1976), Barbosa (1981; 2000) and Sablayrolles (1996). The work hypotheses have been confirmed, therefore, were verified that, really, the sousandradino´s vocabulary contains formal and semantic neologisms and there was a bigger appearance of neologisms, above all, that ones formed by composition, in the last works produced by the author. Still, in elapsing of the research, it could be evidenced that the author lets show himself for his lexicon, because, he manifests his experiences and ideologies trough an autobiographical work. Thus, points of view and parts of the reality, of the time lived by him, come evident in his lexical creations. Among the mechanisms of word formation used, the composition process was the one that called more attention to the unusual creations and synthetism used by Sousândrade, although derivation process was also used. In all cases, it was necessary to appeal to the linguistic and extra linguistic context, to understand the sense of the neological words. Nevertheless be a partial analysis, expects that this work contributes of significant form for the growth of the linguistic studies, above all, that ones in that refers to the studies about the lexicon of this author. It is expected, still, that this research be a form of to became perennial the lexicon of Sousândrade and also of better understanding the work and the sociologic-historical-cultural moment in which was processed his language and creativity.

This study resulted from a problem detected as a teacher of EFL in a Hotel Administration course at a public university in the State of Goiás. Although the course started in 2000, the EFL class seemed not to meet the marketplace needs of the students. It seemed logical that a new plan for specific areas would further aid them in their professional preparation. The need to investigate to what degree a course in English for Specific Purposes would meet the needs of the students and the job market seemed important. English for Specific Purposes raised certain questions, since the principal characteristic of EFL with specific goals is the so called Needs Analysis. What are the principal needs of hotel workers in the region? It was questioned whether the subjectivity underlying the instrumental approach, and therefore of the Need Analysis instrument as its starting point, would take into account other influences such as those at the unconscious level, for example, the processes of identification with the target language. These reflections arise from the fact that the ESP Approach exists solely because it presupposes the existence of a self-aware, centered, knowing subject, with complete control of self and of conscience. The desire to learn English can be manifested as a possibility of insertion in the globalized world. This need, however, is not sufficient to guarantee successful learning. The tourism sector, principally the hotel trade, is highly representative of the global market. With its multiple representations and symbols, the hotel trade promotes its universe with various languages, among which English is ever the more present. To aid in the understanding of the context, the theoretical fundamentation presents definitions of concepts such as: ESP Approach; Needs Analysis; subject; subjectivity; identity and identification. Since the object of the study is the point of view of those researched, an interpretative research method was utilized among fourth year students in Hotel Administration as well as with hotel workers in the tourist resort of Caldas Novas, Goiás.

In the context of new technologies used in educational environments, our research has proposed the investigation of a course for the digital literacy of EFL English teachers. It was a course module added to the in-service program English for All Pro, which has been attended by public school teachers from the state of Minas Gerais. At first, we supposed that, after the digital literacy course, the attending teachers, once exposed to the use of tools available through the computer and the Internet, would be able to demonstrate a more autonomous and more competent use of the various tools available in the computer and the Internet in their professional development and in the process of class preparation. We investigated if there really was competent use of the technological resources by these participants and which could be the impact of such a course on teachers actions. Despite the vast universe studied, we were theoretically supported, mostly, by researches in the area of Applied Linguistics, with emphasis on foreign language teaching and learning (BROWN, 2000; HARMER, 1991, 1998; NUNAN, 1999, 2001; among others), new technologies (BUZATO, 2001a, 2001b, 2006; COSCARELLI; RIBEIRO, 2005; GILSTER, 1997; PAIVA, 2001, 2006a, 2006b; WARSCHAUER, 1997; among others) and teacher education (CELANI, 2003; KLEIMAN, 1995, 2001; among others). Considering there is an interdisciplinary dialogue among social and human sciences, our study is also founded on researchers from the areas of Linguistics (CRYSTAL, 2001; among others), Education (FREIRE, 1990, 1996; SOARES, 2002, 2003, 2005; among others) and Philosophy (LÉVY, 1993, 1996, 1998; among others). We have adopted the premises of Integral Action Research to our interpretive paradigm research. The data were collected and analyzed in three phases, in a spiral process. The research tools that we applied for further data triangulation were: (i) semi-structured pre-course questionnaire, (ii) test on English language knowledge, (iii) test on metalinguistic knowledge, (iv) video recording and field notes for the face-to-face tasks, (v) electronic register of virtual tasks, and (vi) semi-structured post-course questionnaire. The analyses were conducted at the light of a matrix we designed for the process of contextualized digital literacy. The data were analyzed with a focus on four macro-competencies: interactivity, autonomy, interaction and collaboration. The main conclusions point to the fact that the digital literacy process depicts itself as multiple and complex, and the interdependence of the analyzed macro-competencies result in a super-competency, which we have named contextualized digital literacy. These reflections, allied to the observation of the participants development throughout the research, enabled us to critically review the matrix presented a priori. It was partially proved that the course participants have used the available technological resources with more competence and more autonomy, which does not mean that these teachers cannot be considered digitally literate.