Formação de professores para letramentos digitais: do oficial ao olhar docente.

Abstract

The reality on the progressive use of technology in various spheres of society has also reached the school context. This fact implies, necessarily, in a rethinking of the role of the teachers, emphasizing the requirements of their training. The computer and the internet, has been manifested in the classroom, in which students use of mobile phones and smartphones and has raised discussions on education and motivated investment in continuing training courses for teachers. The aim is to prepare them to face this new scenario, also taking advantages on the pedagogical possibilities presented by new technologies, engaging students in digital literacy practices. This research arose from the analysis of the National Program for Continuous Training in Educational Technology (Integrated ProInfo), particularly regarding the course "Introduction to Digital Education", aiming to investigate the training offered / experienced teachers to use ICT in school in order to promote digital literacy. For this, we use the official guidelines for the course presented by the Course members Guide (GC) and teachers reflective narratives related to the course, after the experience of training. Considering the officially prescribed guidelines based on theoretical assumptions of Schön (1997, 2000), which assigns importance to teacher reflexivity and uses a new perspective for understanding the training process, we organize the data into two categories: the technical dimension training and reflective dimension of training. After categorizing the data and the interpretation of the guidelines of the GC, we payed attention to the analysis of the reflective reports of teachers seeking to identify the extent in which their reflections approach the officially prescribed for the course. Therefore, we find theoric support in Bakhtin (2009 [1929]), considering the dialogic nature of teachers saying, that, brought into relation to other statements, expressing an active responsive attitude that agrees or contests the "said" in a constant dynamic interaction, revealing what has been meaningful about the training. The results show that the course prescribed learning technical knowledge and reflective nature ad suggests a methodology that enables the intertwining of the two dimensions. It promotes training in digital literacy based on experience of activities that consider the context in which the teacher / course member is inserted as well as their personal and professional interests. By resorting the teachers saying, we found that the relationship between the prescribed and the experienced is marked by few convergences considering the convergences observed. When referring to the training, teachers point, as well as pointed by the Course members Guide for the importance and necessity of the course including the requirements of the present context. However, we found that teachers reflections distance themselves from what is officially stated for the course while considering its proposals and content. The data indicate that the main purpose was knowledge acquisition of technical nature, and there was no intersection between the technical and reflective dimension of training, which deprived the engagement of teachers in effective digital literacy practices. We also identified that teachers also manifest in relation to the limited nature of the course, revealing a mismatch between the training and the social practices of using technology. Finally, the data point to a scenario that establishes the need for further research and investment in teacher training, in order to intensify the discussions involving education and new literacies, causing the changes in the historical and social context in which we operate.