Letramento digital nas escolas do campo

Abstract

The use of digital technologies and information systems permeate the social relations. That is why, the digital literacy is the current premise for the inclusion of citizens and public school students in the social practices of reading and writing. In that regard, this Course Conclusion Paper (TCC) aims to know the concept of digital literacy of teachers in rural schools. To achieve this goal some questions were raised: how do teachers develop the literacy in the rural schools and comprehend it? How do digital literacy practices work, as well as support for the students learning process? What are the biggest difficulties faced in achieving digital literacy? Our main interest in working on this theme is justified by the need to know and go deeper into the issue of digital literacy in the rural schools. The methodology of this research was carried out from an offline qualitative approach of the longitudinal type through the interview instrument, carried out with 3 teachers who work in the early years of elementary school, in two public municipal schools, one located in the Serra da Raiz municipality, and the other in Jacumã, a district of the municipality of Conde. Our methodological paths were the qualitative research carried through a field research, and the interview instrument, which were guided by studies by Gil (1999), Laville & Dionne (1999) and Triviños (2008). The theorical foundation was based on studies by researchers who discuss themes that are in the focus of this research, such as: Caldart (2004 and 2009), Brandão (2003), Kleiman (1998, 2005). Soares (2003, 2005, 2015, 2016), Rojo (1998), Araújo & Glotz (2009), Freitas (2003) and Silva (2005). After the discussions and analysis of the data, we present the final considerations, based on the idea that to carry out digital literacy it is necessary for the teacher to be digitally literate, which requires a process of continuing education and the promotion of public policies that favor the digital literacy in rural schools, through the availability of internet networks and appropriate technological tools for remote and/or on-site teaching. The teachers revealed the precariousness and difficulty of access to networks for students in rural schools, and the precariousness of the structure of schools to carry out digital literacy. In relation to the concepts of literacy and digital literacy, we could observe that the teachers understand these concepts in a reductive and limited way, associating them with the acquisition process of the Alphabetical Writing System, literacy.