Letramento digital: abordagens sobre o ensino e sua contribuição nos anos iniciais do ensino fundamental

Abstract

The main purpose of this paper is to analyze and propose the development of the practice of digital literacy and thus achieve better performance of students and teachers in basic education, in the relationship of reading and writing in the learning process, from the analysis of the teaching of literacy in basic education, its definitions, contributions and relationship between reading and writing. It explains the importance of digital literacy for a remote teaching of quality focused on the perception of particular methods and practices of reading and writing that come to move the need and difficulties encountered by teachers and students. The methodology used was qualitative field research, with the application of an investigative questionnaire, which sought to delimit and investigate the object. For the theoretical referential we used studies that deal with the relevance and contribution of digital literacy for the early years of elementary school for education and remote teaching, as well as authors such as: Buzato (2006), Kato (1986), Silva & Azevedo (2018), Kleiman (1995), Freitas (2010), Baldi (2012), Pannuti (2012), Délia Lerner (2007), Rosaura Soligo (2002), Rojo (2009), Ferreiro (1986), Teberosky (1986) among others. Through the research it was possible to analyze what teachers understand about the importance of digital literacy in the classroom and use it in their classes, with the understanding that it is fundamental to the child's learning and development.