ISSN: 2317-2347 – v. 8, n. 3 (2019) 168 Todo o conteúdo da Revista Letras Raras está licenciado sob Creative Commons Atribuição 4.0 Internacional Ecology of knowledges in language teacher education: the use of new technologies in the contact zones between basic and higher education / Ecologia de saberes na formação de professores de língua: o uso das novas tecnologias nas zonas de contato entre ensino básico e superior Souzana Mizan  Yan Borgens Alcantara  Received: September 14 th , 2019. Approved: September 19 th , 2019. How to cite this article: MIZAN, Souzana; ALCANTARA, Yan Borgens. Ecologia de saberes na formação de professores de língua: o uso das novas tecnologias nas zonas de contato entre ensino básico e superior. Revista Letras Raras. Campina Grande, v. 8, n. 3, set. 2019. ISSN 2317-2347. DOI: http://dx.doi.org/10.35572/rlr.v8i3.1460. ABSTRACT The attacks against Brazilian education are not a recent phenomenon, but lately criticism against primary and higher education and their depreciation have made education an easy target for social criticism. Knowledge produced in public basic education, on the one hand, is considered inefficient or deficient. On the other hand, the university is losing its legitimacy because of the lack of circulation of the knowledge it produces (SOUSA SANTOS, 2011). This qualitative ethnographic research seeks to discuss the development of new pedagogies, new processes of construction and diffusion of scientific and lay knowledges, and new social commitments, on local, national and global levels, by creating contact zones (PRATT, 1992) between basic and higher education. The exchange of knowledges on English language teaching, of this denationalized and de-territorialized language (RAJAGOPALAN, 2004, p. 2004), turns the space where knowledges meet into a dynamic and rich place. Thus, we observe the need to make a critique of traditional schooling that does not incorporate new technologies that are part of the world of our students, regardless of the social class that each one of them belongs to. Digital inclusion in the educational system should lead to new forms of language learning and teaching and make educators and educated people not only consumers of digital ways of meaning-making, but also producers (PARDO, 2015). KEYWORDS: Ecology of knowledges; Contact zones; Teacher education; New Technologies; De- territorialized language. RESUMO Não é de hoje que a educação brasileira sofre ataques, mas ultimamente as críticas contra o ensino básico e superior público e a sua depreciação tornaram a educação alvo fácil da crítica social. O conhecimento produzido no ensino básico público, por um lado, é considerado ineficiente ou deficiente. Do outro lado, a universidade está perdendo sua legitimidade por causa da falta de circulação dos conhecimentos produzidos por ela (SOUSA SANTOS, 2011). Essa pesquisa qualitativa de cunho etnográfico busca discutir o desenvolvimento de novas pedagogias, novos processos de construção e de difusão de conhecimentos científicos e leigos, e novos compromissos sociais, locais, nacionais e globais a partir de criação de zonas  Doctor of Philosophy in English Language in the Language Department of the Federal University of São Paulo – UNIFESP, Guarulhos, São Paulo, Brazil. souzana.mizan@unifesp.br  Undergraduate student in English and Portuguese Language in the Federal University of São Paulo – UNIFESP, Guarulhos, São Paulo, Brazil. mda.y@outlook.com