Letramento digital: concepções e repercussões na prática de professores da escola pública.

Abstract

This study is based on the understanding that modern society is characterized by changes in several aspects, many of them due to the insertion of digital technologies and the citizen’s need to make use of their social practices of reading and writing to communicate and interact. Thus, we believe that teaching conceptions and practices related to digital literacy are crucial in the current situation. As a result, we established the following research questions: What are the conceptions of digital literacy of elementary school teachers in a municipal public school? How are elementary school teachers conceptions of digital literacy reflected in pedagogical practice? To answer these questions, the following general objective was established: To investigate the conceptions of digital literacy and its repercussions in the practice of elementary school teachers in a public school in Campina Grande, Paraíba. And, specifically, it was intended: (I) To analyze the conceptions of digital literacy of Elementary School teachers; (II) To analyze digital literacy practices in a municipal school in Campina Grande. With regard to methodology, this research is a case study of a qualitative nature, as its corpus of analysis is the information obtained through interviews and participant observation of the practice of teachers in a municipal school. Regarding the theoretical apparatus that underlies the work and guides our analysis and discussion, we used the contributions of Ribeiro (2017), Coscarelli (2016), Buzato (2006), Kenski (2014), Soares (2004), Rojo (2012), Levi (1999), Kleiman (1995), among other researchers who provide us with a reflection on what is literacy, literacy, multiliteracies, digital literacy and its implications for teacher training. The results obtained in our investigation revealed the need for training for elementary school teachers, as they have restricted conceptions of digital literacy that contribute little to student training. In addition, they point out that digital literacy does not effectively affect the internal scope of the school, in the practices of teachers, in which references to the object of study either do not exist or are still inefficient. In this sense, the training context ends up limiting the development of digitally literate practices at school.