Práticas de letramento digital de professores em formação: demandas, saberes e impactos
Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle...
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| Formato: | Dissertação |
| Idioma: | por |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/16260 |
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| Resumo: | Over the last decades, the digital inclusion public policies have significantly invested in the
purchase of hardwares and softwares in order to offer technology to the Brazilian public
teaching institutions, specifically computers and broadband Internet. However, the teachers
education to handle these artefacts is put away, even though there is some demand from the
information society. With that, this dissertation chooses as an object of study the digital
literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education
by means of the extension course Literacies and technologies: portuguese language teaching
and cyberculture demands. In this direction, we aim at investigating the digital literacy
practices of developing teachers in three specific moments: before, while and after this
extension action with the intent to (i) delineate the digital literacy practices performed by the
collaborators before the formative action; (ii) to narrate the literacy events made possible by
the extension course; (iii) to investigate the contributions of the education course to the
collaborators teaching practice. We sought theoretical contributions in the literacy studies
(BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000),
specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001,
2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher
education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography
study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and
adopts a quali-quantitative research approach (NUNAN, 1992; DÖRNYEI, 2006). The data
analysis permitted to evidentiate that (i) before the course, the digital literacy practices
focused on the personal and academic dimensions of their realities at the expense of the
professional dimension; (ii) during the extension action, the teachers collaboratively took part
in the hybrid study sessions, which had a pedagogical focus on the use of ICTs,
accomplishing the use of digital literacy practices - unknown before that; (iii) after the course,
the attitude of the collaborator teachers concerning the use of ICTs on their regular
professional basis had changed, once those teachers started to effectively make use of them,
promoting social visibility to what was produced in the school. We also observed that
teachers in initial education acted as more experienced peers in collaborative learning process,
offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in
continuous education. This occurred because of the undergraduates actualize digital literacy
practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY,
2001) |
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