Banca de QUALIFICAÇÃO: GLÊNIO MORAIS RÉGIS

DIGITAL LITERACY OF THE BASIC EDUCATION TEACHER THROUGH SIGEDUC INTERNATIONAL RESOURCES

Digital Literacy. Teacher training. Interactional Resources. SIGEDUC.

In the Brazilian educational context, in recent years, virtual learning environments (VLE) have contributed to make the practice of Digital Literacy a reality in educational institutions. Thus, teachers and students now have access to software designed to favor school and extra-school interaction. However, not all teachers have adhered to the use of this technology, either by resistance or lack of continuing education courses able to guide the relevance and benefits that the use of Information and Communication Technologies (ICT) can generate to the teaching and interaction with students. With this in mind, we sought, based on diagnosis, carried out with the teachers of basic education of the state education network linked to the 9th Regional Directorate of Education (DIREC), to plan and implement the Genre Didactic Project (PDG) in order to alleviate the difficulties and resistance to the use of the interactional tools of the Integrated Education Management System (SIGEDUC). From this reality, this research aims to investigate the contributions of the application of the PDG to the improvement of digital literacy of the teacher regarding the daily use of interactive tools offered by said system for their teaching performance. Methodologically, this research fits into the orientations of Applied Linguistics (ALMEIDA FILHO, 2007; MOITA LOPES, 1996, 2009; PENNYCOOK, 2009), since this field presents “legibility of social facts, which have language as their primary factor”. (MOITA LOPES, 2009). Moreover, it is characterized as an ethnographic action research (THIOLLENT, 2002) (CHIZZOTTI, 2014) with a qualitative data approach (BODGAN, BIKLEN, 1994). In terms of theoretical contributions, we seek to base the discussions and practices on the contributions of Literacy Studies (KLEIMAN, 1995; BAYNHAM, 1995; OLIVEIRA, 2008; BARTON & HAMILTON, 1998), specifically, with regard to Digital Literacy (SOARES, 2002). ; BUZATO, 2006; COSCARELLI; RIBEIRO, 2007; LANKSHEAR & KNOBEL, 2008) and teacher education (ARAÚJO, 2009, COSCARELLI; RIBEIRO, 2016). The intervention proposal is configured as a semi-presential training course elaborated along the lines of the Genre Didactic Project (MAGALHÃES, KERSCH, 2012, 2014) and focuses on the use of SIGEDUC interactional resources in order to provide subsidies capable of deconstructing difficulties and resistances that make it impossible. The teacher uses digital resources to implement his teaching practices and streamline his interactions with students and other members of the school pregnancy