Formação continuada de docentes no ensino da leitura e escrita a partir das tecnologias digitais : uma proposta de intervenção

Abstract

This dissertation brings to light reflections regarding continuing education, specifically the challenges in teaching practice in teaching reading and writing through the use of digital technologies. With the advent of Digital Information and Communication Technology (DIT), rapidly gaining ground in society, it is essential that schools and teachers in education are prepared for this change. But after all, are continuing teacher training preparing professionals to apply methodologies that involve teaching reading and writing using digital technologies? Answering this question therefore justified our research work on these continuing education courses, whose general objective is to investigate the representations of three Portuguese language teachers about their experiences in continuing education and how the training has helped them in teaching Portuguese language. reading and writing through the use of digital technologies. The specific objectives are: (1) To present how the ongoing training process for Portuguese language teachers takes place at the Antônio Padilha High School Reference School in the municipality of Petrolina - PE, comparing this process between 2019 and 2023. ( 2) Observe how technologies appear for teaching reading and writing. (3) Evaluate the evolution of competence in the use of digital technologies for teaching reading and writing, to propose an intervention in the continuing training of teachers. The work was organized into 5 chapters and presented as a methodological path, field research through action research, based on the foundations of Thiollent (2008) and of the quantitative-qualitative type, which follows the assumption of Prodanov and Freitas (2013 ). For data collection, in the quantitative aspect, we used a semi-structured questionnaire, to identify how continued training occurs in the Regional Education Management (GRE/Petrolina) and in the researched school, and their contribution to the process of teaching reading and writing with the use of TDIC. Regarding the qualitative aspect, we carried out observations in the classroom and verified the bimonthly planning. In the final considerations, we return to the findings and the main contributions and limitations of the research. For this, theoretical contributions from Varão (2022), Silva (2022), Matos (2020), Marcuschi (2010) and documents such as the BNCC (2018), LDB (1996), the Teaching Statute – Law nº 11,329, were considered. of January 16, 1996, among others who provided fundamental support for the study. Thus, the theoretical basis together with data analysis and observations enabled us to develop as an intervention a notebook of pedagogical workshops for the continued training of Portuguese language teachers, considering that the implementation of this material could provide formative moments with dynamic and reflective activities and enable both the appropriation and construction of practical and theoretical knowledge and the improvement of teaching practice.