MELO, G. T. B.; http://lattes.cnpq.br/5177563691504654; MELO, Gilmara Tássia Barbosa.
Resumen:
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.