VERNACULAR LITERACY PRACTICES IN THE ENGLISH LANGUAGE: PRAXIS IN LEARNING BEYOND THE UNIVERSITY FORMAL CURRICULUM

Vernacular literacy practices in English have become a research topic based on the increasing use of digital technologies (DT) in formal and informal contexts of learning. Therefore, this article aims to analyze the vernacular practices adopted by Letras undergraduate students, as regards their English language literacy practices. To do so, the ethnographic perspective was adopted, with a qualitative approach, and the sample consisted of semi-structure interviews with three undergraduates from a university in the state of Santa Catarina, Brazil. The collected material was explored through content analysis techniques to create categories of analysis about the interviewees' discourses. Eight categories of analysis were created to allow us to verify, from the interviewees' statements, that the use of DT is important for learning English, both in terms of daily use and pedagogical practices. Finally, the data revealed that vernacular practices re-signify the elaboration of planning, teaching action and, consequently, the praxis in learning English beyond the university formal curriculum.