A autoria docente de materiais didáticos para o ensino de línguas e o Design Educacional Complexo como caminho teórico-prático possível

Abstract

Throughout the history of language teaching, instructional materials have reflected conceptions of language, learning, and teaching specific to each period. In contemporary times, the educational landscape is permeated by diverse technological resources and the growing presence of generative artificial intelligence, which challenges the persistence of fixed methodological models and reinforces the need for a contextualized and critical pedagogy. In this context, the article proposes Complex Educational Design as a theoretical-practical possibility aimed at teacher authorship of instructional materials for language teaching. The study argues that integrating the postmethod condition with the perspective of complexity can foster the development of the teacher as a reflective, autonomous author and a producer of situated and transdisciplinary knowledge.