As TDIC e o letramento digital: práticas docentes da sala de aula remota para a regular

Abstract

The teacher, trained to work in a classroom, is suddenly invited to work through remote activities, leaving the walls of the physical school, rethinking his practice and looking for accessible alternatives to continue pedagogical activities with the use of Digital Information and Communication Technologies (DICT), as a possibility for education, during the pandemic period, of non-face-to-face teaching. The aim of this study is to examine mother tongue teaching practices mediated by WhatsApp, a non-exclusive Virtual Learning Tool (VLTL), with regard to the effects of emergency remote teaching on digital literacy in teaching practice. In order to reflect on the object of study and analyze the data, our considerations were based mainly on studies on literacy based on Soares (2002; 2004; 2009), Kleiman (2007) and Ribeiro (2009), multilearning Rojo (2012; 2019), and research on technologies aimed at education with Moran (2013); Coscarelli (2005; 2018; 2022); Matos (2020; 2022), among others. This is a field study of an applied nature, with a quantitative and qualitative approach. To establish our object of study, a questionnaire was administered to a sample of 26 (twenty-six) teachers who teach 4th and/or 5th grade in elementary school, in public schools in the municipality of João Pessoa. By analyzing the questionnaires, we aimed to identify the factors that influenced the use of digital tools, their acceptability and engagement among the group of teachers in the sample. In addition, our work also covers the processes of appropriation of digital technologies in mother tongue teaching and teaching practices, as well as the use of digital tools in the return of regular classes in relation to the preparation, delivery and evaluation of the teaching-learning process and to present a didactic proposal for teaching Portuguese language mediated by ItemNet, WhatsApp.