Letramento digital e a prática docente: a concepção de professores/as do ensino fundamental – anos iniciais

Abstract

The present research aims to know the conception of teachers, of Elementary School - Initial Years, about digital literacy in its pedagogical work. In this context, we talk about literacy and its main concepts and definitions, in addition, we reflect about ICT in teaching practice and whether a connected school is possible. In terms of the methodology, we chose to work with qualitative research (MINAYO, 2008; LÜDKE and ANDRÉ, 2012), in the collection of the information we used semi-structured interviews (TRIVINOS, 1992; May 2014) and also observation of the researched environment and for the interpretation of information, we work with content analysis (BARDIN, 2004, MINAYO, 2008). To refer to the theme of the study, we use several authors, of which we would like to point out: Lévy (1993, 1997, 1999) to discuss the concept / definition of cyberculture and cyberspace; Freire (1996) and Morin (1997 and 2002) to conjecture about conceptions of education; Kleiman (1995), Soares (2002, 2003 and 2004) and Tfouni (2010) supporting the understanding of digital literacy; and Rojo (2013) explaining what a connected school is and the technological resources it needs. After dialoguing with the authors about the theme, we obtained some research findings that we believe are important for future pedagogical actions, especially in the researched environment. In this context, we wish to emphasize that the teachers of the researched school work with the linear conception of teaching, this practice is also known in the common sense of "traditional conception"; the corpus of analysis showed the distance that the teachers have of the ICT, consequently, it does not know what becomes digital literacy and with this we believe that the practice of the teachers do not dialogue with the universe of the students of the contemporaneity, in this way, we can infer the difficulty that these professionals have to obtain satisfactory results about the teaching-learning process. Finally, we realize that the teaching that is work at the institution is compromised with the literacy of the students, however, it distances itself from the conception of teaching to the literacy defended by the authors that we dialogue in the research.