Formação continuada de professores de letras frente às implicações do letramento digital

Abstract

This study starts from the understanding that modern society is characterized by changes in several aspects, many of them due to the emerging digital technologies. Thus, we believe that teacher education is one of these aspects and that it has been modified to satisfy the demands presented by the current conjuncture. Because of this, the following research questions were established: What understandings of continuing teacher education do letter professors present? What characteristics do letter professors attribute to the continuing education of teachers? and what movements of knowledge construction are mobilized by letter professors due to digital literacy?. To answer these questions, the following general objective was established: To investigate the continued training of letters professors in the face of the implications of digital literacy. And, specifically, it was intended (I) to identify the understanding of continuing education presented by letters professors; (II) To highlight the movements of knowledge construction mobilized by letters professors due to digital literacy; (III) To analyze the understanding of continuing education and the movements of knowledge construction mobilized by letters professors. Regarding the methodology, this research is a case study of qualitative nature (MOTTA-ROTH; HENDGES, 2010; WILLIAMS; CHESTERMAN, 2009), because it has as corpus of analysis the information obtained by the application of an interview with professors from Academic Unit of Letters, from a public university in the interior of the Northeast, between June and October of 2019. Regarding the theoretical support that underlies the work and guide our analysis and discussion, we used the contributions of Thomas Kuhn (1994), Freire and Leffa (2013), Imbernón (2011), Freitas (2010), Behrens (2007), Pereira (2007), among others, whose discussions permeate the problematization of teacher education; Vianna et al. (2016), Rezende (2016), Kersch e Silva (2012), Araújo e Pinheiro (2014), Soares (2010), among other researchers who provided us with a reflection on what literacy is and its implications for society; Vieira (2013), Freitas (2010), Buzato (2006), Xavier (2005), Santaela (2013) etc., which show what digital literacy is, its implications and other forms of learning. Based on the analysis of data, it was possible to perceive that continued education is understood as a process characterized by continuous study, by the perception of the characteristics of the professor's place of action, by the changes that occur in it and by the development of strategies that help the professor to understand and get adapted to his reality. With regard to digital technologies and their implications in teacher education, according to the data, there was a change in the dynamics of access and sharing of information and knowledge, removing from the professor and university the monopoly of knowledge; awareness by teachers of the need to (re)evaluate their practice and the understanding that technological apparatus are tools, that is, means to achieve pre-established objectives. Finally, the analysis revealed that the main processes used by participants to expand their training in the face of digital technology are the study about it and the use of technological devices.